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San Diego State University *

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Linguistics

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Apr 3, 2024

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Paper 3 Self Edit Sheet Answer the questions about your project and completed the required actions on your draft. Make sure you mark your draft according to the directions on this sheet. Many of the questions are yes/no, so it is OK to answer those with a simple “yes” or “no.” Some questions require longer responses, so make sure you thoroughly answer those. When you finish, upload this completed document as well as your marked draft to the assignment page on Canvas. Please note that both your responses on this sheet as well as your marked draft must be submitted to Canvas in order for you to receive credit. Introduction . Do you introduce the articles or authors in your introduction (the answer should be “no”)? -No I don’t Do you have a thesis statement? -Yes I do Highlight your thesis statement in yellow. Body Paragraphs (Including the Counterargument Paragraph) As you read your body paragraphs, do the following: 1. Put the topic sentence in bold . 2. Underline source set-up/context 3. Put examples from the texts (quote/paraphrase/summary) in italics . 4. Highlight transitional words or phrases in pink. 5. Highlight explanations of information from the sources in blue. 6. Put the paragraph conclusion in bold . Are you missing any parts of the paragraph outline? If you answered yes, what are you missing? If you answered no, what can you do to make your paragraphs stronger? Be specific. Type your answer below in bold . - No I am not missing any parts Do you include at least two pieces of evidence from two different sources in each body paragraph? -Yes Does each of your body paragraphs focus on an aspect of your position? _Yes Does your counterargument paragraph present a viewpoint opposite to your own? -Yes Conclusion Do you mention the authors or articles in your conclusion (the answer should be “no”)? -No Do you restate the main ideas of your body paragraphs? -Yes Do you provide additional information that may be interesting and persuasive to the reader? -Yes, I include my personal experiences. What do you think will impress your teacher the most about your paper? Why do you think this? Write your response in bold below. -I believe that the personal experiences that I present will impress my teacher the most about my paper.

Davian Eustaquio LING 100B Professor Padrick 12/8/2023 What The United States Should Do For Language Instruction In the United States, the approach to language instruction is crucial, which is why bilin- gual education should be part of the United States education system. However, it should be guided by a culturally responsive framework that not only caters to the diverse linguistic back- grounds of students but also harmonizes with the broader educational system. Recognizing the cultural diversity within classrooms is essential, as it enriches the learning experience and fosters a sense of inclusion in order to create a more balanced and equitable education system. Embrac- ing the age of learning involves tailoring instructional methods to suit developmental stages, en- suring that language education is not only practical but also engaging for learners of all ages and will reveal the actual benefits of bilingual education. Ensuring a balanced and equitable education system for bilingual students and Eng- lish learners in America is crucial. It fosters academic success and empowers students to thrive in a multicultural society. The United States should create more of a balance in the education system because the consequences are costly to the students of future generations, academically and mentally. Laws were passed that created the imbalance and prevented students who were English learners from succeeding in school. As shown in Canto(2023), these laws caused stu-

dents whose native language was not English to be perceived as a disadvantage. They were ac- tively discouraged from using any language other than English within the classroom(para.6). During my time in elementary; I was an English learner who was seen as a liability because laws such as Proposition 227 prevented bilingual education and required all schools to only teach in English. The repeal of laws like Proposition 227 in 2016 supported students like me to succeed academically with students whose first language was English. These English-only laws not only undermine linguistic diversity and cultural inclusivity but also stifle educational opportunities for non-native speakers. The English-only laws in Arizona, California, and Massachusetts illustrate the results of this inequality in the education system. Mitchell(2019) shows that these laws led to only forty percent of students who were English learners in the graduating class of 2017 obtain- ing a high school diploma within four years (para.16) . It is very concerning that these laws caused 25 percentage points less than the average rate nationwide of students to succeed and earn a high school diploma. These laws restricted the use of native languages and limited the re- sources and support for these students. Avoiding these laws and implementing programs that cre- ate a support system for English learners in order to create balance in the education system. As an English Learner, I struggled throughout the years of my education. If it were not for re- sources such as ELD programs and being able to learn in my native language, I would not have been able to succeed academically. In a broader sense, implementing ELD programs contributes to a more inclusive and equitable education system. It ensures that language barriers are manageable to academic achievement. By providing necessary resources and support, these programs empower students to grasp the English language and excel aca- demically, regardless of their linguistic background. This approach not only benefits indi- vidual students but also enriches the educational experience for the entire student body by

fostering a culture of understanding and appreciation for diverse linguistic and cultural perspectives. Thus, creating and continuing programs like ELD are essential in order to achieve a balanced and equitable education system for all students. The United States can continue to improve its approach to language instruction by avoiding English-only laws and making programs such as ELD more accessible to those in need in order to create a balanced education system. Also, embarking on the path of age-appropriate learning instructions is not merely a direction; it is a poignant journey that holds the key to unlocking the full potential of lan- guage instruction in the United States. This shift signifies a profound understanding of the in - tricate tapestry of young minds and the unique cognitive abilities that evolve with each passing age. It consciously embraces the diverse learning styles of different age groups, recognizing that education is not a one-size-fits-all endeavor. According to Matthews(2023), some younger learn- ers may become overwhelmed by learning a second language. To solve this issue, Matthews sug- gests that learning a second language, later on may benefit from choosing a language that an older student would be motivated to understand and capitalize on their natural aptitude for lan- guage acquisition(para.13). Tailoring language programs to align with specific age groups en- sures that instructional methods are developmentally appropriate, maximizing the efficacy of lan- guage acquisition and fostering a lifelong appreciation for linguistic diversity. Growing up in a bilingual household, I experienced firsthand the impact of age-appropriate language instruction on my linguistic development. At a young age, my parents encouraged a seamless integration of two languages into our daily lives. This early exposure allowed me to absorb both languages nat- urally, resembling the effortless way children pick up their native language. As I entered formal language instruction during elementary school, the curriculum continued to align with age-appro-

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