Editing Bilingual education (section)

== Effects of bilingual education ==
[[File:Bilingualeducation.jpg|thumb|Children's Bilingual Theater Dr Seuss Day]]
[[File:Lécole bilingue francophone Trung Vuong (Sa Dec, Vietnam) (6662992429).jpg|thumb|The bilingual French-speaking school Trung Vuong]]This section focuses on the effects of bilingual ''education'' specifically, see [[Cognitive effects of bilingualism]] for information about the effects of bilingualism or [[multilingualism]].

=== Benefits of bilingual education ===
The most obvious benefit of bilingual education is proficiency and literacy in two (or more languages).<ref>{{Cite web |date=2020-09-02 |title=Bilingual Education |url=https://www.aft.org/ae/fall2015/goldenberg_wagner |access-date=2022-11-17 |website=American Federation of Teachers |language=en}}</ref> Fluency in multiple languages can lead to increased employment options<ref>{{Cite web |title=Rethinking Bilingual Instruction |url=https://www.ascd.org/el/articles/rethinking-bilingual-instruction |access-date=2022-11-17 |website=ASCD |language=en}}</ref> as well as create more opportunities for intercultural communication.<ref>{{Cite book |last1=Baker |first1=Colin |title=Foundations of bilingual education and bilingualism (6th. ed.). |last2=Wright |first2=Wayne E. |publisher=Multilingual Matters |year=2017 |location=Bristol, UK |pages=311}}</ref><ref name="soeonline.american.edu-2020">{{Cite web |date=2020-05-19 |title=The Benefits of Bilingual Education {{!}} American University |url=https://soeonline.american.edu/blog/benefits-of-bilingual-education/ |access-date=2022-11-16 |website=soeonline.american.edu |language=en-US}}</ref>

Bilingual education can also support minority language speakers by communicating the value of their home or [[heritage language]], resulting in increased self-esteem.<ref>{{Cite journal |last1=Kong |first1=Peggy A. |last2=Yu |first2=Xiaoran |date=2019-07-03 |title=Bilingual education for a harmonious multiculturalism: the importance of policy discourse for students of ethnic minority groups in China |url=https://doi.org/10.1080/2005615X.2019.1664017 |journal=Multicultural Education Review |volume=11 |issue=3 |pages=190 |doi=10.1080/2005615X.2019.1664017 |issn=2005-615X |s2cid=204391713}}</ref><ref>{{Cite book |last1=Cummins |first1=Jim |title=Identity texts: The collaborative creation of power in multilingual schools. |last2=Early |first2=Margaret |publisher=Trentham Books |year=2011 |pages=38}}</ref> Additionally, bilingual education models have been shown to improve student engagement and attendance as parent involvement in school activities.<ref>{{Cite journal |last1=Collier |first1=Virginia |last2=Thomas |first2=Wayne |title=The Astounding Effectiveness of Dual Language Education for All |url=https://www.berkeleyschools.net/wp-content/uploads/2011/10/TWIAstounding_Effectiveness_Dual_Language_Ed.pdf?864d7e |journal=NABE Journal of Research and Practice |volume=2}}</ref><ref name="npr.org2">{{Cite web |last1=Kamenetz |first1=Anya |date=November 29, 2016 |title=6 Potential Brain Benefits Of Bilingual Education |url=https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education |access-date=2021-04-10 |website=NPR.org |language=en}}</ref>

Bilingual education supports students in becoming literate in both languages, which has been shown to increase reading scores for students in both languages.<ref name="npr.org2" /><ref>{{Cite journal |last1=Burkhauser |first1=Susan |last2=Steele |first2=Jennifer L. |last3=Li |first3=Jennifer |last4=Slater |first4=Robert O. |last5=Bacon |first5=Michael |last6=Miller |first6=Trey |date=September 2016 |title=Partner-Language Learning Trajectories in Dual-Language Immersion: Evidence From an Urban District |url=http://doi.wiley.com/10.1111/flan.12218 |journal=Foreign Language Annals |language=en |volume=49 |issue=3 |pages=415–433 |doi=10.1111/flan.12218}}</ref> Researchers have proposed that this could be due to students in bilingual programs having an increased awareness of languages and their writing systems.<ref name="soeonline.american.edu-2020" />

While there has been significant research on the "bilingual brain," research specifically on how bilingual education impacts brain structure and activation is fairly limited''.'' Though much of the research on bilinguals shows that the benefits of bilingualism are maximized when children are exposed to multiple languages at an early age,<ref>{{Cite journal |last1=Mohr |first1=Kathleen A. J. |last2=Juth |first2=Stephanie M. |last3=Kohlmeier |first3=Theresa L. |last4=Schreiber |first4=Kayleen E. |date=January 2018 |title=The Developing Bilingual Brain: What Parents and Teachers Should Know and Do |url=http://link.springer.com/10.1007/s10643-016-0833-7 |journal=Early Childhood Education |language=en |volume=46 |issue=1 |pages=11–20 |doi=10.1007/s10643-016-0833-7 |s2cid=254472010 |issn=1082-3301}}</ref> as they are in many bilingual education programs.<ref>{{Cite journal |last=Petitto |first=Laura-Ann |date=12 November 2009 |title=New Discoveries From the Bilingual Brain and Mind Across the Life Span: Implications for Education |journal=Mind, Brain, and Education |language=en |volume=3 |issue=4 |pages=185–197 |doi=10.1111/j.1751-228X.2009.01069.x |pmc=3338206 |pmid=22545067}}</ref> However, some initial research has shown preschool children in bilingual education programs have similar brain activation patterns in response to known and unknown languages as adults who have been learning a second language for several years.<ref>{{Cite journal |last1=Hidaka |first1=Souta |last2=Shibata |first2=Hiroshi |last3=Kurihara |first3=Michiyo |last4=Tanaka |first4=Akihiro |last5=Konno |first5=Akitsugu |last6=Maruyama |first6=Suguru |last7=Gyoba |first7=Jiro |last8=Hagiwara |first8=Hiroko |last9=Koizumi |first9=Masatoshi |date=2012-05-01 |title=Effect of second language exposure on brain activity for language processing among preschoolers |url=https://www.sciencedirect.com/science/article/pii/S0168010212000259 |journal=Neuroscience Research |language=en |volume=73 |issue=1 |pages=73–79 |doi=10.1016/j.neures.2012.02.004 |pmid=22387480 |s2cid=11078360 |issn=0168-0102}}</ref>

=== Disadvantages of bilingual education ===
In many English-speaking countries, standardized tests are in English, so there is a push to maximize the time spent learning English. Proponents of this framing advocate for [[Structured English Immersion]] in which students spend the majority of their day learning about English and in English with scaffolded supports based on their current English knowledge.<ref>{{Cite web |title=The Case for Structured English Immersion |url=https://www.ascd.org/el/articles/the-case-for-structured-english-immersion |access-date=2022-11-17 |website=ASCD |language=en}}</ref>

Bilingual education requires teachers to be fluent and literate in both languages, as compared to [[English as a second or foreign language|English as a second language]] programs that only require teachers to have English fluency and literacy.<ref>{{Cite web |date=2020-11-03 |title=What Is the Difference Between ESL and Bilingual Education? {{!}} UT Permian Basin Online |url=https://online.utpb.edu/about-us/articles/education/what-is-the-difference-between-esl-and-bilingual-education |access-date=2022-11-17 |website=online.utpb.edu |language=en-US}}</ref><ref>{{Cite book |url=https://www.worldcat.org/oclc/946078540 |title=Bilingual education |date=2016 |others=Noel Merino |isbn=978-0-7377-7624-9 |location=Farmington Hills, Mich. |oclc=946078540}}</ref>

=== Bilingual programs for language revitalization ===
Bilingual education can also support [[language revitalization]] efforts in countries with [[endangered language]]s.<ref>{{Cite journal |last=Malone |first=Dennis L. |date=2003-09-01 |title=Developing Curriculum Materials for Endangered Language Education: Lessons from the Field |url=https://doi.org/10.1080/13670050308667790 |journal=International Journal of Bilingual Education and Bilingualism |volume=6 |issue=5 |pages=332–348 |doi=10.1080/13670050308667790 |s2cid=143777688 |issn=1367-0050}}</ref> These dormant languages are heavily intertwined with the culture, place and identity of the subsequent community, so the creation of bilingual programs to help re-awaken the endangered languages is extremely beneficial. Generally speaking, the official primary and secondary languages of a country are favored for bilingual programs, but there have been emerging bilingual programs to re-introduce an endangered language to a community.<ref name="De Costa-2021">{{Cite journal |last=De Costa |first=Peter I. |date=2021-09-03 |title=Indigenous Language Revitalization: How Education Can Help Reclaim "Sleeping" Languages |url=https://www.tandfonline.com/doi/full/10.1080/15348458.2021.1957684 |journal=Journal of Language, Identity & Education |language=en |volume=20 |issue=5 |pages=355–361 |doi=10.1080/15348458.2021.1957684 |s2cid=237494378 |issn=1534-8458}}</ref> These education policies are fundamental to a communities' and next generation's identity development. An example that hindered this is that of the residential schools of Canada. Children were punished severely for speaking their mother-tongue, which has caused generational trauma among a plethora of Indigenous persons who attended these schools throughout the country.<ref name="De Costa-2021" /> However, learning from events such as these, has helped spread awareness of language revitalization.

Bilingual programs for language revitalization are tricky; each language is different, and there is a lack of educational resources and training for teachers in that specific language. Furthermore, there is not enough research done on what the goal for bilingual programs is: is it cultural acknowledgment or bilingualism?<ref name="Becerra-Lubies-2021">{{Cite journal |last1=Becerra-Lubies |first1=Rukmini |last2=Mayo |first2=Simona |last3=Fones |first3=Aliza |date=2021-09-14 |title=Revitalization of indigenous languages and cultures: critical review of preschool bilingual educational policies in Chile (2007–2016) |url=https://doi.org/10.1080/13670050.2018.1563584 |journal=International Journal of Bilingual Education and Bilingualism |volume=24 |issue=8 |pages=1147–1162 |doi=10.1080/13670050.2018.1563584 |s2cid=150805366 |issn=1367-0050}}</ref> Quite often there is a clash between the government educational policies and the actual implementation of said policies.<ref name="Becerra-Lubies-2021" /> That being said, there has been tremendous progress of working bilingual programs, one being in New Zealand. The Māori community in the Te Kōhanga Reo region created an early language childhood program that includes traditional customs of the culture.<ref name="The green book of language revitalization in practice-2001">{{Cite book |url=https://www.worldcat.org/oclc/871223335 |title=The green book of language revitalization in practice |date=2001 |others=Leanne Hinton, Kenneth L. Hale |isbn=978-90-04-26172-3 |location=San Diego |oclc=871223335}}</ref> The program takes advantage of having native speakers while also recognizing that new and upcoming speakers can help the language adapt to more modern times.<ref name="The green book of language revitalization in practice-2001" />

Thanks to the emerging language revitalization programs, more communities can break free from an accommodation norm – feeling threatened to speak their native language due to political tensions, such as colonialism that still persists throughout most nations.<ref>{{Cite journal |last=Ife |first=Anne |date=2012-08-01 |title=Democratic policies for language revitalization |url=https://doi.org/10.1080/14664208.2012.722379 |journal=Current Issues in Language Planning |volume=13 |issue=3 |pages=225–230 |doi=10.1080/14664208.2012.722379 |s2cid=145361148 |issn=1466-4208}}</ref> The question of whose language and knowledge is more valuable should no longer linger with the help of these bilingual programs.<ref name="De Costa-2021" />