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No Child Left Bilingual Part II

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Uploaded by on May 17, 2007

Here we see the reactions of teachers after the ELA test was administered. This is part II of my understanding of how NCLB is affecting teachers and students in elementary bilingual/dual language schools in New York. (I used this iMovie to discuss these important issues with my colleagues and students at Bank Street College of Education.)

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  • I think it is so important to exercise your mind. If you are a native speaker of English, especially American English, I think it is very good to learn a 2nd language, the younger the better. The major problem is, teachers are not good at instructing "conversational" forms of foreign languages. Everything sounds so sterile and would not be spoken by the average person of that particular foreign country.  I know this is what happened to me with French.

  • whats the point of learning anothere language if everyone always wants to learn english. most forigners dont want to practice there native language they want to speak english. othere than learning chinese or arabic, its not worth the hard work of learning a second language.

  • What can we do??

    Go to school and educate yourself on Bilingual Education. I am sorry for those teachers who are completely ignorant on how to address a fundamental need of their students: To LEARN.

    It seems that teachers need to address the issue not the students. If all students came to school ready to take tests, then we will not need teachers.

  • It is time to abolish NCLB period. No fixing or repairing. The Federal government's goals are unrealistic, they never delivered promised funding, they've taken over the nation's education systems with their AYPs. I'm not a failure for not achieving their requirements.

  • Thank you for taking the time to make this video. I am a dual language teacher in nj and I know exactly what you are saying.

  • What can we do to advocate for the needs of all of our students? Continue to make films such as this that critique policies, which are made far outside the classroom to further political agendas, yet dramatically impact the quality and tone of instruction in our classrooms and the lives of our students and teachers.

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