Confronting Bilingual Education

A second definitive point that emerged during the accept of the audience was that the proficiency testing abut applied under the No Child Left behind Act can be detrimental to the acquisition of position language skills for ESL students because the testing process focuses on what the student does not know, as opposed to what the student has learned. This point is substantiated in whatever of the literature reviewed as a carve up of the preparation for the conduct of the interview.

It is recommended that orientations for conjure ups of ESL students be conducted in their native languages to help them understand how big their engagement is (regardless of the level of their own English language skills) to their child's academician progress. Secondly, it is recommended that proficiency testing be re- rivet on learning progress.

An interview was conducted with the mother of a student recently arrived in the fall in States from Mexico. The student attends elementary school in a low-pitched city in the State of New York.

The interview focused on several issues. One of the focal issues was parental union in the educational experience of their children. There was a desire to learn why the rate of parental date involving ESL students is comparatively low when compared to non ESL students. During the conduct of the interview it emer

A second important reason for non participation emerged when the parent interviewed indicated that her own lack of English caused her to feel that her taking part in her son's schooling could not help her child.

When this point emerged during the interview, it was manageable to bring research findings to her attention that indicate that parental participation (regardless of the level of parental English language skills) contribute to happy learning outcomes for their children. Parents contribute to the learning process through their exhibit interest in the student's efforts, the support that parents pass on for the student, and the support parents provide to the teacher. An additional benefit accrues to the participating parent who acquires some English language skills through the process of participation.

ged that two factors held causal implications for non participation by the student's mother. The first factor was available time. The parent interviewed indicated that constitute and family responsibilities other than the child's education made parental participation in the child's educational experience difficult. This point is important, and schools need to be negotiable in arrangin
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