This document discusses the effects of technology and bilingual education in classroom settings and on students. It finds that technology can increase student motivation and self-esteem by making learning engaging. It also improves design skills as students learn to create for different audiences. The need for bilingual education is growing as the number of English language learners rises. Research shows that developing students' first language supports learning a second language. Effective bilingual programs recognize and build on students' existing skills and are culturally appropriate.

1. Effects of Technology and
Bilingual Language in a
Classrooms Setting and Students
Omaira Acevedo
Student ID#
A00389372

2. Contents
Increased Motivation and Self Esteem.......................................................................................................... 5
Improved Design Skills/Attention to Audience ........................................................................................ 7
The Need for Bilingual Education .............................................................................................................. 10
During the beginning of the twenty-first century, one language is not proficient for economic,
educational success, and societal. Global interdependence and mass communication requires the
capability to function in variable languages. Based on the 2000 U.S. Census, there are more than 9.7
million children starting at the ages of five through seventeen, spoke a language other than English at
home, which is identified as one of every six school age children. These language minority children are
the fastest growing segment in the U.S. of the school age population. During the 1990’s and the 2000,
the population of language minority children has increased by 55 percent, whereas the population of
children living in a home where the only language is spoken in English grew by only 11 percent. ...... 10
A language minority alumnus in the U.S. schools speak virtually all the world’s languages, and
includes more than a hundred that are indigenous to the United States. Language minority students may
be monolingual in his or her native language, bilingual in their native language and English, and or
monolingual in English yet from a home where a language other than English is spoken. For those who
haven’t developed proficiency in English, to learn content material in all English medium classrooms
are recognized to be limited English proficient (LEP), also known as English language learners (ELLs).
The numbers of LEP alumni’s in American schools are at close to four million. .................................. 10
Theoretical Foundations of Bilingual Education and Benefits of Bilingualism ..................................... 11
Bilingual education is grounded as, research and experience. Children will not learn academic learning
material if he or she can’t understand the language of instruction. Experience documents state that
alumni’s from minority language backgrounds historically have the highest dropout rate, including
lower achievement scores. There’s a basis for bilingual education drawing research in language
education and acquisition. Research done by Jim Cummins, of the Ontario Institute for Studies in
Education at the University of Toronto, who supports the basic tenet of bilingual education: children’s
first language skills must develop to ensure that their linguistic and academics performance as the
second language maximizes. Cummins’s developmental interdependence theory suggests that growth
in a second language is dependent upon a well-developed first language, his thresholds theory also
recommends a child must attain a certain level of proficiency in both the native, as well as second
language in order to benefit aspects of bilingualism to accrue. Cummins introduced the concept of the
common underlying proficiency, model of bilingualism; he explains how the concepts learned in line
language can transfer to another. Cummins is known best for his distionction between the two
concepts; cognitive academic language proficiency (CALP), as well as basic interpersonal
communication skills (BICS). BICS, and everyday conversational skill, are acquired, whereas CALP,
the highly decontextualized, abstract language skills used in a classroom setting, can take up to seven
years or more to acquire. ......................................................................................................................... 11
Stephen Krashen, from the Education at the University of Southern California, has developed his
theory of second language acquisition recognized as the monitor model. At the core of his theory
there’s a distinctions between learning and acquisition being the subconscious process occurring in
authentic communicative situations, including learning being the conscious process of knowing the

3. language. The monitor model includes the natural order of hypothesis, the input and the monitor
hypothesis, and the effective filter hypothesis. These five hypotheses are structured and implemented.
Educational programs for language minority alumni’s. Krashen theory is placed into practice with the
creation of the natural approach and the gradual exist model, based on a second tenet of bilingual
education, the concept of comprehensible input. It is ok to say, language teaching must be designed to
be acquired easily, and is done by using delivery methods and levels of language that the alumni can
understand the language. ......................................................................................................................... 11
Good bilingual education programs recognizes the skills the alumni brings to the school and classroom
setting and gets help to build up the knowledge. They are designed to be culturally, developmental
and linguistically appropriate for the alumnis and have the following characteristics: .......................... 12
Education and Its Evolution ................................................................................................................ 13
At the turn of the twenty-first century, and through the lens of historical outlook, the modern societal
conditions are reshaping education, both in the United States and abroad, in a profound manner.
Modern technologies coupled with global economic forces, which have contributed to a pervasive level
of organizations international interdependence. Although, altering education they are changing in the
home life, lifestyle, workplace and the political economy of virtually every person, in every village,
and in almost every nation. ..................................................................................................................... 13
Education, as we know it, evolves in several ways. Formal educational institutions are more
intertwined with society than ever. And almost a third of the American population is linked tightly to
formal schooling, either as parents or as students of an enrolled student. Serving this extensive clientele
requires a big workforce. Educational institutions in the United States employ individuals engaged
directly in agriculture. ............................................................................................................................. 13
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html. Effects of Technology on
Classrooms and Students ............................................................................................................................ 25

4. Effects of Technology in the Classrooms
Setting and Students
Teachers are expected to use computer-based technology and increasing proficiency and
proficiency. The technology boom of the 1990s was accompanied by many efforts to help
teachers integrate technology into their teaching and into students' learning. Although there’s a
concern about the ultimate value of the use of technology in schools, there is little doubt that
resources have been expended to advance the digital revolution. The E-rate, for example–a
federal program that provides targeted discounts to libraries and schools with the goal of
increasing access to the Internet and other telecommunications services–funneled $3.65 billion
into schools from 1997 to 2002. The federal government spent another $275 million from 1999
to 2002 to train teachers to use technology via the PT 3 program.
Changing societal demographics have forced changes in the practice of teaching. There are, for
instance, more than ninety languages spoken in Fairfax County Public Schools in Virginia.
Teachers all over the nation work with students and parents from many different cultures.
Teachers themselves are students of culture. They create classroom environments to celebrate
various ethnic and religious traditions. They are expected to treat children and their families
sensitively so as to avoid the proliferation of stereotypical images of races, cultures, or religions.
When students use technology as a tool or a support for communicating with others, they are in
an active role rather than the passive role of recipient of information transmitted by a teacher,
broadcast or textbook. The student is actively makes choices to generate, manipulate, obtain or
display information. Technology use allows many students to be actively thinking about
information, making choices, and executing skills than is typical in teacher-led lessons.

5. Moreover, when technology is used as a tool to support students in performing authentic tasks,
the students are in the position of defining their goals, making design decisions, and evaluating
their progress.
The teacher's role changes as well. The teacher is no longer the center of attention as the
dispenser of information, but rather plays the role of facilitator, setting project goals and
providing guidelines and resources, moving from student to student or group to group, providing
suggestions and support for student activity. As students work on their technology-supported
products, the teacher rotates through the room, looking over shoulders, asking about the reasons
for various design choices, and suggesting resources that might be used. Tool uses of technology
are highly compatible with this new teacher role, since they stimulate so much active mental
work on the part of students. Moreover, when the venue for work is technology, the teacher often
finds him or herself joined by many peer coaches--students who are technology savvy and eager
to share their knowledge with others.

6. Increased Motivation and Self Esteem
Teachers talked about motivation from a number of different perspectives. Some mentioned
motivation with respect to working in a specific subject area, for example, a greater willingness
to write or to work on computational skills. Others spoke in terms of more general motivational
effects--student satisfaction with the immediate feedback provided by the computer and the sense
of accomplishment and power gained in working with technology:
Example:
Technology is the ultimate carrot for students. It's something they want to master.
Learning to use it enhances their self-esteem and makes them excited about coming to
school. --Fifth grade teacher.
In many of these classes, students choose to work on their technology-based projects during
recess or lunch periods. Teachers also frequently cite technology's motivational advantages in
providing a venue in which a wider range of students can excel. Compared to conventional
classrooms with their stress on verbal knowledge and multiple-choice test performance,
technology provides a very different set of challenges and different ways in which students can
demonstrate what they understand (e.g., by programming a simulation to demonstrate a concept
rather than trying to explain it verbally).
A related technology effect stressed by many teachers was enhancement of student self-esteem.
Both the increased competence they feel after mastering technology-based tasks and their

7. awareness of the value placed upon technology within our culture, led to increases in students'
(and often teachers') sense of self-worth.

8. Improved Design Skills/Attention to Audience
Experiences develop these kinds of rich, multimedia products that are produced with technology,
especially when the design is done collaboratively, and it helps students’ experiences their peer’s
reaction to their presentations, it appears to support a greater awareness of audience perspectives
and needs. Multiple media gave students a choices about the best way to convey a given idea
(e.g., through text, video, animation).Because they have the capability to produce more
professional-looking products and the tools to manipulate the way information is presented,
students in many technology-using classes are reportedly spending more time on design and
audience presentation issues.
While most teachers were positive about the design consciousness that technology fosters, a
potential downside was also noted by a few teachers. It is possible for students to get so caught
up in issues such as type font or audio clips that they pay less attention to the substantive content
of their product. We observed one computer lab within which several students with a research
paper assignment spent the entire period coloring and editing the computer graphics for the
covers of their as-yet-unwritten reports, pixel by pixel. Teachers are developing strategies to
make sure that students do not get distracted by some of the more enticing but less substantive
features of technology, for example, by limiting the number of fonts and font sizes available to
their students.

10. Bilingual Education Is a Board Term
Bilingual education is a term that refers to two languages in aninstructional setting. The term
however depends upon many variables; it includes the native language of the alumni, the
linguistic goal of the program and the language of instruction, to determine which type of
bilingual education is used. Alumni may be a native speaker of the majority or minority
language. The alumnis ’native language may or may not be used to teach the content material.
Bilingual education programs may be considered additive or subtractive in terms of alumni’s’
linguistic goal, and it is determined by the encouragement the alumni adds to their linguistic
repertoire, and or to replace their native language with the majority language (see Table 1 for
typology of bilingual education). Bilingual education used here is to refer to the use of two
languages as media of instruction.

11. The Need for Bilingual Education
During the beginning of the twenty-first century, one language is not proficient for economic,
educational success, and societal. Global interdependence and mass communication requires the
capability to function in variable languages. Based on the 2000 U.S. Census, there are more than
9.7 million children starting at the ages of five through seventeen, spoke a language other than
English at home, which is identified as one of every six school age children. These language
minority children are the fastest growing segment in the U.S. of the school age population.
During the 1990’s and the 2000, the population of language minority children has increased by
55 percent, whereas the population of children living in a home where the only language is
spoken in English grew by only 11 percent.
A language minority alumnus in the U.S. schools speak virtually all the world’s languages, and
includes more than a hundred that are indigenous to the United States. Language minority
students may be monolingual in his or her native language, bilingual in their native language and
English, and or monolingual in English yet from a home where a language other than English is
spoken. For those who haven’t developed proficiency in English, to learn content material in all
English medium classrooms are recognized to be limited English proficient (LEP), also known as
English language learners (ELLs). The numbers of LEP alumni’s in American schools are at
close to four million.

12. Theoretical Foundations of Bilingual Education and Benefits of Bilingualism
Bilingual education is grounded as, research and experience. Children will not learn academic
learning material if he or she can’t understand the language of instruction. Experience documents
state that alumni’s from minority language backgrounds historically have the highest dropout
rate, including lower achievement scores. There’s a basis for bilingual education drawing
research in language education and acquisition. Research done by Jim Cummins, of the Ontario
Institute for Studies in Education at the University of Toronto, who supports the basic tenet of
bilingual education: children’s first language skills must develop to ensure that their linguistic
and academics performance as the second language maximizes. Cummins’s developmental
interdependence theory suggests that growth in a second language is dependent upon a well-
developed first language, his thresholds theory also recommends a child must attain a certain
level of proficiency in both the native, as well as second language in order to benefit aspects of
bilingualism to accrue. Cummins introduced the concept of the common underlying proficiency,
model of bilingualism; he explains how the concepts learned in line language can transfer to
another. Cummins is known best for his distionction between the two concepts; cognitive
academic language proficiency (CALP), as well as basic interpersonal communication skills
(BICS). BICS, and everyday conversational skill, are acquired, whereas CALP, the highly
decontextualized, abstract language skills used in a classroom setting, can take up to seven years
or more to acquire.
Stephen Krashen, from the Education at the University of Southern California, has developed his
theory of second language acquisition recognized as the monitor model. At the core of his theory
there’s a distinctions between learning and acquisition being the subconscious process occurring
in authentic communicative situations, including learning being the conscious process of

13. knowing the language. The monitor model includes the natural order of hypothesis, the input and
the monitor hypothesis, and the effective filter hypothesis. These five hypotheses are structured
and implemented. Educational programs for language minority alumni’s. Krashen theory is
placed into practice with the creation of the natural approach and the gradual exist model, based
on a second tenet of bilingual education, the concept of comprehensible input. It is ok to say,
language teaching must be designed to be acquired easily, and is done by using delivery methods
and levels of language that the alumni can understand the language.
Good bilingual education programs recognizes the skills the alumni brings to the school and
classroom setting and gets help to build up the knowledge. They are designed to be culturally,
developmental and linguistically appropriate for the alumnis and have the following
characteristics:
: Administrative and instructional staff and community support for the program.
Appropriately trained personnel.
Adequate resources and linguistically, culturally, and developmentally appropriate
materials.
Frequent and appropriate monitoring of student performance.
Parental and family involvement.
High expectations for students and clear programmatic goals.
A curriculum that is comparable to the material covered in the English-only classroom.
Instruction through the native language for subject matter.
An English-language development component.
Multicultural instruction that recognizes and incorporates students' home cultures.

14. Education and Its Evolution
At the turn of the twenty-first century, and through the lens of historical outlook, the modern
societal conditions are reshaping education, both in the United States and abroad, in a profound
manner. Modern technologies coupled with global economic forces, which have contributed to a
pervasive level of organizations international interdependence. Although, altering education they
are changing in the home life, lifestyle, workplace and the political economy of virtually every
person, in every village, and in almost every nation.
Education, as we know it, evolves in several ways. Formal educational institutions are more
intertwined with society than ever. And almost a third of the American population is linked
tightly to formal schooling, either as parents or as students of an enrolled student. Serving this
extensive clientele requires a big workforce. Educational institutions in the United States employ
individuals engaged directly in agriculture.
Serving this extensive clientele requires a huge workforce. Educational institutions in the United
States currently employ more individuals than are engaged directly in agriculture. The United
States now spends more money annually on education than it spends on any other publicly
subsidized practical activity, except health care. Not even the national defense spending exceeds
$3 billion per day nation appropriate to support colleges and schools.
And the 2nd is, it’s more complicated and its various components aren’t any more reciprocally
linked than previously recognized. Example, before a child goes to school or outside of the
school is now recognized as influencing a student achievement. Preschools and kindergarten
influence the effectiveness of elementary schooling; the students’ success in elementary school
may influence success in high school, and college admission procedures shape high, admission

15. procedures shape high school curricula; graduate school admission standards shape college
undergraduate courses of study.
Thirdly, the interconnected and global nature of the larger society renders American education
susceptible to being compared the influence by other national schools and colleges and their
systems. The way different nations may teach their children are seen as issues that matter in
profound ways. Including through the student exchange, distance education, and campuses,
education has risen to be among the nation’s largest overseas export categories.

17. Learning English
Learning English is beyond the importance of description. English is an international language
that is widely used l sharing information throughout the world. It is used from technology to
entertainment in all sectors of this global world of English reigns; like the emperor of languages.
The following analysis and statistics will clarify the importance of learning English as a second
language. Less than 10% of the total population of the world speaks English as their native
language but they possess one third of the total economic force of the world that shows how
strongly English influences the global economy.
In a statistics it has been seen that 95% of the total available articles online are written in English
by native English speakers. English is the only language that is used in a nonnative use than
native users. About 61,850,000 people throughout the world use English as their mother tongue,
whereas a total of 1.68 billion individuals use English as a second language, or learn it as a
foreign language. The language is most used language both in written and spoken form of
language usages. 46% of total population within the world including native and non-native
speakers communicates in English. 80% of the data stored in the computers of the world is
documented in English. Most of the books necessary for universal information and education are
written in English. More than 60% scientific and technical journals and periodicals are published
in English. All the top universities of the world use English as a medium of education. In terms
of vocabulary English is the richest language of the world to express feelings and situations.
500,000 unlisted methodological and scientific words there are another 500,000 words listed in
the Oxford English Dictionary.

18. Information exchange English is the most worldwide used communication medium. Three forth
of all the mails, tales and cable are held in English. Hollywood the most famous and reputed
movie industry of the world is in USA that is an English speaking country. The world’s top
broadcasting bands like CBS, NBC, ABC, BBC and CBC broadcast in English and serve
millions of people all over the world. English is the language of navigation and aviation. It is the
official language of more than 53 countries of the world. All the leading international
organizations like UNO, UNDP, UNICEF, WHO, ILO etc. use English as their official language.
All of these English language statistics scream the importance of learning English. This study
clearly points out why learning English is so important for becoming successful both in personal
and global life. For getting a good job, to visit a foreign country, to become an online freelance
content writer, to company the new English speaking online girlfriend to chat with an
international buyer, to apply for higher education, everywhere we need good command over
English.

20. WHAT I HAVE LEARNED
I have learned through this research, as a future teacher, am that I will findmyself repeating and
rephraseconstantly. As a teacher of English as a second languageneed to repeat everything at
least three times. They should vary the wording of their remarks. While a student may learn or
know one set of vocabulary, but not another, even when discussing the same topic. Although a
student may not understand the concept upon the first explanation, he/she will greatly benefit
from the repletion and variation of the words spoken in the language. It will expose him/her to
learn new words and phrases. I don’t believe a teacher should over correct a student. Although I
believe that the first instinct as a teacher of English as a second language is to correct the
student’s language error or errors. I believe that over correction can make students reluctant to
use the language. If a student becomes afraid of being corrected every time they speak, the
students will simply stop speaking and therefore learning the language. I’m sure there are
appropriate times to correct language mistakes. If a concept for example; the past tense, has been
discussed at length in class, it is appropriate to correct students when they form the past tense
improperly. Even when creating a safe atmosphere, while learning English as a second language
is not an easy thing emotionally, students will still feel self-conscious about their lack of English
ability and will thus be reluctant to use the language. The job of the teacher of English as a
second language is to continue to create a safe and supportive environment, one of which I
believe the student will eventually create a comfortable experimental use of the language. That
means that laughing at or putting down others in a classroom setting cannot be tolerated in any
way, shape, or form.

22. TECHING A SECOND LANGUAGE IN A WORLD OF TECHNOLOGY
ABSTRACT
Teachers and students who engage with technology and learning with such materials demonstrate
improved learning performance. Which include elements of stimulation interactive diagrams,
images, video, audio materials that provides academics with an opportunity to create a rich
learning environment for students. Bilingualism is associated with positive cognitive
consequences and studies that suggest that bilingualism might adversely affect cognitive and
scholastic progress, bilingual setting and technology are likely to have attain a high level of
competence in the second language causing”a balance effect”, which is hypothesized that the
level of linguistic competence attained by a bilingual child may mediate the effects of his or her
bilingual learning experiences cognitive growth.
However, when students are placed in a group, and if the teacher is constantly talking, learners of
English as a second language will never get a chance to practice. Giving group work gives
students an opportunity to practice the language, via computers, research on line, or through
practical practice of the language. Groups work the best with 2 to 5 people; with any more
people, not everyone may get an opportunity to participate. It is also a good ideas to group
students with different first languages together when possible using bilingual materials. In the
event the teacher speaks the same language(s) as the students, the situation is greatly simplified.
Bilingual materials can help a teacher of English as a second language to draw on a student’s
native language without knowing him/herself. English as a 2nd language in particular teachers of

23. foreign students, set forth in a technical manner and linguistic approach employed through
technology and writing instructional materials used in English as a second language. This study
analysis the effect of communicative approach on speaking and listening proficiency and are
measured can also be measured through the use of technology.

25. Referencia de artículo en enciclopedia en línea
CATHERINE E. SNOW and MARGARET FREEDSON-GONZALEZ. Cell. In Encyclopedia
of Education (Vol. 1. 2ndEd. New York: Macmillan Reference USA, 2003. P181-185.
DORA V.SMITH JAMES R.SQUIRE and NANCY E. GRATTON. Cell. In Encyclopedia of
Education (Vol. 5. 2nd ed. New York: Macmillan Reference USA, 2002.
NANCY F. ZELASKO. ED. JAMES W. GUTHRIE. Cell. In Encyclopedia of Education.(Vol. 1.
2nd ed. New York: Macmillan Reference USA, 2003.

26. REFERENCIA DE PÁGINAS EN EL WORLD WIDE WEB
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html. Effects of
Technology on Classrooms and Students
http://learning-teaching-esl.blogspot.com/2011/01/importance-of-learning-english-
language.html. Posted by Shifa Saleheen
http://www.tesl-ej.org/wordpress/issues/volume5/ej20/ej20r4/. March 2002 — Volume 5,
Number 4
Teaching English as a Second or Foreign Language (3rd Edition)
Marianne Celce-Murcia, Editor. (2001)
University of California, Los Angeles.
Boston, MA: Heinle & Heinle.
Pp. xii + 584