Response to "Language-immersion program boosts Seattle students"

I found this article, which points to the success of dual-language ESL programs, particularly fascinating because I've recently become interested in the topic of second-language acquisition, particularly in younger children. Dual-language programs are significantly controversial in the United States, where proponents of "English only" educating oppose teaching in any language other than English. However, this article - among countless others - suggests that using a child's native language to learn English is more efficient and effective.

Last quarter, I learned about the "Parisian man" analogy that ties into this topic of debate. Imagine that you - an American - have just been given a high-up job in Paris, and you must move there to begin your work. Although you don't speak French, you feel that accepting this job offer is the best move for your career and agree to live in Paris. Considering that you have absolutely no knowledge of French language or culture, would you prefer receiving a brochure - in English - that outlines directions to and from the airport, instructions on how to use public transit to get from your home to work, the addresses of local eateries, laundromats, places of interest, a chart of common French greetings and phrases, and everything else you'll need to live in Paris? Or would you rather receive the same brochure in French or not receive any brochure at all and simply be pushed into a completely foreign land that speaks a completely foreign language?

Needless to say, most people would choose to receive the information brochure in English. Proponents of dual-language teaching argue that it is most effective to teach English in the learner's native tongue. Complete submersion - that is putting a child who speaks no English into a regular class - is ineffective as the child will inevitably fall behind his other classmates. And teaching in English to a non-native speaker would similarly be ineffective as well.

When you learn a foreign language in high school, most teachers introduce the language - let's say Spanish - in English. As a student progresses further into the language program - perhaps the fourth year - instruction may occur just in Spanish, but not until the students receive the firm foundation and background they need in the language. I believe that ESL programs in the United States should follow this same strategy, and I am therefore a strong supporter of dual-language ESL programs in this country.

On a completely random and unrelated note, I found this online and thought it might be interesting to share. Basically, it's an application that provides the definition to a certain word by providing a map of how that word is related to other words and phrases. Pretty neat, huh?

http://www.visuwords.com/