The way forward

Bilingual learners have ‘Additional Educational Needs’ that are frequently misunderstood and mismanaged by educators. This is mostly due to a lack of training, knowledge and support and it is especially hard to manage when a school has only several bilingual learners. It is undoubtedly difficult on many occasions to separate this field of study from other cultural issues that may arise in a school. However, it is essential that educators understand what bilinguism is, and why it requires particular focus and attention. Without the willingness to spend time and energy on planning for the needs of bilingual learners, their opportunity to receive a quality education will be greatly hampered. As Mimi Met (in Genesee, 2001: 178) says: ‘Language cannot stand apart from content learning; rather, language should be acquired through content learning just as content may be learned through language.’ If successfully achieved, bilingual learners and English speakers can all benefit greatly from bilingual education.

Key issues

It is anticipated that you will now:

■ recognize all the issues relating to teaching bilingual learners in a classroom;

■ understand the basic principles and theories of first and second language acquisition;

■ be able to manage a classroom in a manner that enables bilingual learners to be effectively included socially and cognitively;

■ be able to appropriately support bilingual learners when planning interventions and assessments.