Identity

The article I investigated had much to do with additive bilingual environments, where bilingualism and biliteracy are valued, encouraged, and taught, much like the classroom in //Ladybugs//. Authors Sharon Reyes and Trina Vallone explore the dynamics of two-way bilingual immersion classrooms, where English-only speakers and English learners are placed in one classroom together in order to develop linguistic and academic competence in two languages, such as Spanish and English. They go on to explain that there are three basic pillars and goals that support two-way immersion programs: “that all children become bilingual and biliterate, that they achieve academically above at or above grade level norms, and that they develop positive cross-cultural attitudes,” (Reyes and Vallone, 3). These foundations are widely accepted as the basis of these two-way programs, but the authors suggest that there is a fourth pillar that must be explored, which is the construction of identity through bilingual and bicultural pedagogy. They explore the topics of ethnic and cultural identity, as well as how these are such major components in the development of one’s self-image. They argue that two-way immersion classes are beneficial in forming this sense of identity because when the academics of these students “connect within the context of an overall school environment supportive of bilingualism and biculturalism, not only positive cross-cultural attitudes, but also positive self-esteem and consequently positive identity can result,” (Reyes and Vallone, 7). Through these classrooms, a stable environment is created in which students can explore their identity and often explore and balance multiple identities since they are immersed in a number of cultures. In our growing global society these two-way immersion classes allow for students to build comprehensive knowledge and self-perception that can challenge and reject the racism and discrimination still seen today. (Megan Woodruff)
 * Reyes, Sharon Adelman, and Trina Lynn Vallone. "Toward an Expanded Understanding of Two-Way Bilingual Immersion Education: Constructing Identity through a Critical, Additive Bilingual/Bicultural Pedagogy." //Multicultural Perspectives// 9.3 (2007): 3-11. //ERIC// . EBSCO. Web. 14 Sept. 2010. **

===Tong, Fuhui, Rafael Lara-Alecio, Beverly Irby, Patricia Mathes, and Oi-man Kwok. “Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs.” //American Educational Research Journal//. Dec 2008. 45.4:1011-1045. Proquest.Web. 13 September 2010.===

The authors of this article examine the effectiveness of a two year oral English intervention provided to 534 Hispanic English-language learners in kindergarten and first grade. These students were placed in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Quoting C. Brittain, the authors emphasize that, “the lack of English proficiency is an obstacle for these ELLs, not only in terms of social relations and inclusion in schools but also in terms of academic survival (1011). In addition, the authors point out that for younger ELLS, “oral English proficiency is of critical importance because it is associated with subsequent English literacy skills, which in turn account for school success” (1011). The authors maintain that “more instructional time should be devoted to academic vocabulary development at early grade levels” (1023). The authors compare instructional programs in relation to growth trajectories and rates in academic English oracy. These findings reveal that the students in both programs improved significantly in a “linear pattern” (1011) over the two year study. However, the students receiving the intervention developed at a faster rate than those receiving traditional instruction. Therefore, the authors conclude that 1) first language instruction did not impede the learning of a second language and 2) “enhancements and best practices” (1011) in TBE and SEI programs are needed to both accelerate oral English acquisition and to remove the initial disadvantage of low levels of English proficiency. (Lynn Lewis)