Choosing the Language of Instruction

By María Avina

I think a lot of Spanish-speaking families really struggle with the language decision. Since Anthony at the time of his evaluation was completely non-verbal, I was asked what his primary language was. I spoke to him mainly in English and my mom spoke to him in Spanish. We really had no choice in this matter. We were cautioned not to speak to him in two languages because it would really confuse him. I wasn’t quite sure what to do because there was really no place for him to develop his verbal skills, let alone English and Spanish language skills while I was at work. My mother was his primary caretaker, and given the level of his special needs, I could not enroll him in just any daycare. I had to search for day care that was willing to take him in. Those places were few and far between. This left my mom anxious about her not being fluent in English and wanting so much to do as the as school requested. We decided to continue our quest to help Anthony in his English and Spanish language development. We would have loved for the school to offer us resources, ideas, support, and mainly respect for our particular situation.

The Research and Debate...

By Tracy Gershwin Mueller

One of the most pivotal sources of dispute that surround culturally and linguistically diverse students in today's classrooms is the decision over the language of instruction.

Should these students be educated...

1. In their primary language?
2. English?
OR....
3. A bilingual education program?

What Does Research Say about Primary Language Instruction?

Many researchers have studied English language learners with the intent to identify the most effective language model for such students to acquire a second language while maintaining native language proficiency.

One of the most prominent researchers that has investigated this issue, Cummins (1979, 1984, 1991) found that primary language proficiency (L1) and second language (L2) are interdependent, meaning that L2 acquisition is dependent on L1 proficiency. This research recommends that students should learn their native language first before they can become proficient in a second language.

What Does the Law Says about Primary Language Assessment?

The Individuals with Disabilities Education Act (IDEA) (2004) states the following:

"Assessments should be provided and administered in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer” (IDEA 20 U.S.C. § 614 [3]a(ii)).

What Does This Mean for Educators?

Teachers and parents need to communicate with each other about the language of instruction decision. Prior to making any decisions about the language of instruction, teachers need to complete the following steps:

1. Assess the student in the primary language if possible and required by the law (see What does the Law Says About
Primary Language Assessment above)
2. Talk with the child's family about their goals for the child
3. Identify any resources you have available and may need to best support the student in the classroom
4. Read the literature about second language acquisition
5. Consult an expert for language of instruction support

References

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College-Hill Press

Cummins, J. (1991). Interdependence of first- and second-language proficiency in
bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge, England: Cambridge University Press.

Cummins, J.  (1992). Bilingual education and English immersion: The Ramirez report
in theoretical perspective. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 16(1), 91-104.

Cummins, J., & Nichols-McNeeley, S. (1987). Language development, academic learning and empowering minority students. In S.H. Fradd & W.J. Tikunoff (Eds.), Bilingual education and bilingual special education: A guide for administrators (pp.75-98). Boston: College-Hill.

Donovan, S.M., & Cross, C.T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

Downing, J.E. (1999). Teaching communication skills to students with severe disabilities. Baltimore, Maryland: Paul H. Brookes.

Durán, E., & Heiry, T.J. (1986). Comparison of Spanish only, Spanish and English only cues with handicapped students. Reading Improvement, 23(2), 138-141.

Durán, E. (1996). Teaching students with moderate/severe disabilities, including autism: Strategies for second language learners in inclusive settings (2nd ed.). Illinois: Charles C. Thomas.