Philosophy of Bilingual Education and Translations
Last active: 09/15/2013
Language is remarkable, except under the extreme constraints of mathematics and logic, it never can talk only about what it's supposed to because it is always spreading around. Within the past few decades bilingual education has reached an all-time high. Schools all around the world are working bilingualism into their curriculum. The history of this subject has influenced my personal philosophy of bilingual education. Above all else, language is a necessity of our humanity. Modern society has shaped the way we acquire information into the form of standardized schools, tests, and curriculum. However, language is too deeply rooted in the world to be measured by any academic standards. It is my belief that the process of learning a second language isn't so rudimentarily defined. After all, in day-to-day communication nothing is consistent.
Since bilingual education is beginning to harmonize two languages to learn the same material, and sometimes given the complexity of the contents, the students need an ample understanding of English to function in the real world. All activities, text comments, or auditions for movies that content will be in English. Following the methodological guidelines for bilingual education above, my priority is to give in spoken form, and is enhanced to the extent possible oral expression, reading comprehension, and writing abilities. As one increases the level of abstraction and conceptualization the students will need plenty of time to formulate their ideas.
Taking into consideration the plethora of variables that restrict one's acquisition of a second language we must never loose sight of the ultimate goal; communication. Although this is a very vague, unmeasurable concept, the ideal goal of translation is to be able to communicate the content on a native level. Each consecutive translation must be taken with a hybridization of knowledge and cunning in order to overcome the never-ending questions.