Answer/quote: “As for the ways in which bilingual students’ language abilities are being stimulated, the study noted teachers’ common tendency to develop passive rather than active language skills in a class. Because teachers do most of the talking in both monolingual and bilingual classrooms, students’ passive language abilities grow more than do their active abilities to make comments, to discuss topics with each other or in the group, and to think aloud. Teachers could provide many more opportunities for students to practice formulating their own thoughts and expressing these in both the school and home languages.”
Comment: OUCH! We teachers talk too much. We need to give students opportunities to express their own ideas in their own words. We need to stop the passive listening to language and to have them use language actively. I’m guilty. I need to change! RayS.
Title: “Three Bilingual Education Methods Are Equally Effective.” Journal of Reading (December 1991/January 1992), 327. A review of Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children. U.S. Education Department, Office of Planning Budget and Evaluation, Room 4049, 400 Maryland Ave. SW, Washington DC 202402. USA.