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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Two days after finding out her mother had cancer, journalist Melissa Hung took a walk in San Francisco’s Chinatown. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I didn’t grow up in a Chinatown. It is not my home,” Hung writes. “Yet when I think of my mother in Texas, I feel pulled towards Chinatown’s tightly packed stores and no-frills restaurants.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her piece, “\u003c/span>\u003ca href=\"https://longreads.com/2019/08/05/towards-chinatown/\">\u003cspan style=\"font-weight: 400\">Towards Chinatown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Hung describes her experiences on a bus ride, walking through the streets and seeing people shop, eat and move throughout their day. She moves around the city feeling a sense of loss. The journey is meant to take her closer to her mother, and it inevitably has her reflecting on her mother tongue: Cantonese. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“Some words come easily. Others I grasp for,” she writes. “They exist just beyond my reach the way the details of a dream tease the waking mind.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hung’s parents immigrated from Hong Kong, and she and her brother were born and raised in the U.S. They grew up speaking Cantonese in the house and English in school – Hung was placed in English as a Second Language classes as a kid – and when she was about eight years old, her parents made a conscious decision to switch to English-only. “My Cantonese freezes in time,” she writes, and English takes over. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Today, Hung’s Cantonese is just enough to get by, but she’s not able to have nuanced conversations – to follow a newscast, or talk art and politics, as she says. And she wonders what has been lost as a result of not being fluent in Cantonese. “I fear that some fundamental part of me has been displaced, that my inability to speak fluently renders me incomplete,” she writes. And beyond that, her connection to her family, “By losing my relationship to Cantonese, what have I lost in my relationship with my parents?” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>WHAT’S LOST WHEN YOU LOSE A HERITAGE LANGUAGE?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 2019 data, there are nearly \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners\">\u003cspan style=\"font-weight: 400\">5.1 million English learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> enrolled in public schools in this country, and that number has steadily increased in the past two decades. Similar to Hung’s school experience, many students are taken out of class and placed in separate ESL learning rooms. Often parents are faced with a choice that involves investing more in English language learning than their heritage language. It’s a common experience for recent immigrants to the U.S. or children of immigrants. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision is usually made out of necessity. English is often viewed as a requirement of successful assimilation into this country. But it does not come without a cost, and in the case of many people who haven’t been able to keep up with their heritage language, or who never learned their family language in the first place, it can have a significant impact on identity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Language shapes you. It shapes how you think,” Hung says, referring to language structure and the way we form thoughts. “So if language shapes how we’re thinking, and I’m not able to think primarily in my native language, does that make me less of a Cantonese person and less Chinese?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of a heritage language can also affect how people learn because fluency in your first language greatly increases your ability to learn a second language; not having that first language as a solid foundation to learn from can be a barrier to fluency in all language learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, one’s heritage language is greatly connected to a sense of self, and can determine the way one moves throughout the world and the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>WHEN WE BELONG, WE LEARN BETTER\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">sense of belonging — being seen, valued and feeling connected in school — can go a long way for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It can be a profound motivator, and impact education success for students inside the classroom and in the greater community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of fostering that sense of belonging relies on a school’s approach to language learning and its embrace of non-English speaking students, as well as a diverse set of cultural heritages and backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re not going to be able to center the voices and identities of students in your classroom if you don’t see those voices and those identities as precious and important to you,” says \u003c/span>\u003ca href=\"https://davidbowles.us/\">\u003cspan style=\"font-weight: 400\">David Bowles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author and professor at the University of Texas, Rio Grande Valley, where he teaches the next generation of educators. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bowles is dedicated to teaching his preservice teachers about the value of embracing student’s cultural identity and heritage, particularly by embracing languages beyond English in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that schools ought to be preserving heritage language and that they ought to be using students’ home language as the primary vehicle for literacy instruction in those early years,” says Bowles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While language immersion schools have recently gained popularity, it wasn’t always that way. In the 1980s and 1990s, California banned all bilingual education programs as they were deemed a “threat to English,” and it took nearly \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-voters-repeal-ban-on-bilingual-education/2016/11\">\u003cspan style=\"font-weight: 400\">two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring it back. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=f0ZsIr1D5ro\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, establishing bilingual education programs often require a lot of work and determination by educators, advocates and community members pushing for more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was told in order for me to finish the essays on time I had to stop thinking in Arabic,” says Nour Bouhassoun, the youth coordinator with the Arab Resource and Organizing Center (AROC), about her time in U.S. schools supporting the idea that in order to succeed, it needed to be in English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not just a language, it’s my being, my culture. It’s the language I grew up speaking,” she says of Arabic. “So that language wasn’t validated. And I was feeling that I was not being my full self, not able to be my full self at school or in the school system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bouhassoun’s school experience helped motivate her to step into community organizing and working with AROC to impact change, including bringing an Arabic language pathways program to San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important, she says to “reclaim that sense of identity and sense of belonging, and feel that I am able to be proud of who I am, my family history and my language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Language is essential to identity. It can determine the way people live in the world, and in turn, it shapes world views. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As student populations in the U.S. become more diverse, so does the call for better bilingual education – which includes acknowledging the role of a heritage language in all learning processes. “Teachers have to get to know their students,” Bowles says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research will continue to show \u003c/span>\u003ca href=\"https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1021&context=honorstheses\">\u003cspan style=\"font-weight: 400\">maintaining a heritage language has profound benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but a big challenge lies in creating the kind of bilingual learning environments needed for students to really thrive in, especially because students require a lot of one-on-one time with teachers and they’re in a system that’s already really taxing on teachers. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s worth it, says Bowles. “We need to learn about each one of them and the particularities of their heritage language situation so that we can best support them in both the acquisition of English and the preservation of their heritage language, which I would argue should be the responsibility of U.S. schools.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two days after finding out her mother had cancer, journalist Melissa Hung took a walk in San Francisco’s Chinatown. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I didn’t grow up in a Chinatown. It is not my home,” Hung writes. “Yet when I think of my mother in Texas, I feel pulled towards Chinatown’s tightly packed stores and no-frills restaurants.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her piece, “\u003c/span>\u003ca href=\"https://longreads.com/2019/08/05/towards-chinatown/\">\u003cspan style=\"font-weight: 400\">Towards Chinatown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Hung describes her experiences on a bus ride, walking through the streets and seeing people shop, eat and move throughout their day. She moves around the city feeling a sense of loss. The journey is meant to take her closer to her mother, and it inevitably has her reflecting on her mother tongue: Cantonese. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“Some words come easily. Others I grasp for,” she writes. “They exist just beyond my reach the way the details of a dream tease the waking mind.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hung’s parents immigrated from Hong Kong, and she and her brother were born and raised in the U.S. They grew up speaking Cantonese in the house and English in school – Hung was placed in English as a Second Language classes as a kid – and when she was about eight years old, her parents made a conscious decision to switch to English-only. “My Cantonese freezes in time,” she writes, and English takes over. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Today, Hung’s Cantonese is just enough to get by, but she’s not able to have nuanced conversations – to follow a newscast, or talk art and politics, as she says. And she wonders what has been lost as a result of not being fluent in Cantonese. “I fear that some fundamental part of me has been displaced, that my inability to speak fluently renders me incomplete,” she writes. And beyond that, her connection to her family, “By losing my relationship to Cantonese, what have I lost in my relationship with my parents?” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>WHAT’S LOST WHEN YOU LOSE A HERITAGE LANGUAGE?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 2019 data, there are nearly \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners\">\u003cspan style=\"font-weight: 400\">5.1 million English learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> enrolled in public schools in this country, and that number has steadily increased in the past two decades. Similar to Hung’s school experience, many students are taken out of class and placed in separate ESL learning rooms. Often parents are faced with a choice that involves investing more in English language learning than their heritage language. It’s a common experience for recent immigrants to the U.S. or children of immigrants. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision is usually made out of necessity. English is often viewed as a requirement of successful assimilation into this country. But it does not come without a cost, and in the case of many people who haven’t been able to keep up with their heritage language, or who never learned their family language in the first place, it can have a significant impact on identity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Language shapes you. It shapes how you think,” Hung says, referring to language structure and the way we form thoughts. “So if language shapes how we’re thinking, and I’m not able to think primarily in my native language, does that make me less of a Cantonese person and less Chinese?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of a heritage language can also affect how people learn because fluency in your first language greatly increases your ability to learn a second language; not having that first language as a solid foundation to learn from can be a barrier to fluency in all language learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, one’s heritage language is greatly connected to a sense of self, and can determine the way one moves throughout the world and the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>WHEN WE BELONG, WE LEARN BETTER\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">sense of belonging — being seen, valued and feeling connected in school — can go a long way for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It can be a profound motivator, and impact education success for students inside the classroom and in the greater community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of fostering that sense of belonging relies on a school’s approach to language learning and its embrace of non-English speaking students, as well as a diverse set of cultural heritages and backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re not going to be able to center the voices and identities of students in your classroom if you don’t see those voices and those identities as precious and important to you,” says \u003c/span>\u003ca href=\"https://davidbowles.us/\">\u003cspan style=\"font-weight: 400\">David Bowles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author and professor at the University of Texas, Rio Grande Valley, where he teaches the next generation of educators. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bowles is dedicated to teaching his preservice teachers about the value of embracing student’s cultural identity and heritage, particularly by embracing languages beyond English in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that schools ought to be preserving heritage language and that they ought to be using students’ home language as the primary vehicle for literacy instruction in those early years,” says Bowles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While language immersion schools have recently gained popularity, it wasn’t always that way. In the 1980s and 1990s, California banned all bilingual education programs as they were deemed a “threat to English,” and it took nearly \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-voters-repeal-ban-on-bilingual-education/2016/11\">\u003cspan style=\"font-weight: 400\">two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring it back. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/f0ZsIr1D5ro'\n title='//www.youtube.com/embed/f0ZsIr1D5ro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">However, establishing bilingual education programs often require a lot of work and determination by educators, advocates and community members pushing for more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was told in order for me to finish the essays on time I had to stop thinking in Arabic,” says Nour Bouhassoun, the youth coordinator with the Arab Resource and Organizing Center (AROC), about her time in U.S. schools supporting the idea that in order to succeed, it needed to be in English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not just a language, it’s my being, my culture. It’s the language I grew up speaking,” she says of Arabic. “So that language wasn’t validated. And I was feeling that I was not being my full self, not able to be my full self at school or in the school system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bouhassoun’s school experience helped motivate her to step into community organizing and working with AROC to impact change, including bringing an Arabic language pathways program to San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important, she says to “reclaim that sense of identity and sense of belonging, and feel that I am able to be proud of who I am, my family history and my language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Language is essential to identity. It can determine the way people live in the world, and in turn, it shapes world views. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As student populations in the U.S. become more diverse, so does the call for better bilingual education – which includes acknowledging the role of a heritage language in all learning processes. “Teachers have to get to know their students,” Bowles says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research will continue to show \u003c/span>\u003ca href=\"https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1021&context=honorstheses\">\u003cspan style=\"font-weight: 400\">maintaining a heritage language has profound benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but a big challenge lies in creating the kind of bilingual learning environments needed for students to really thrive in, especially because students require a lot of one-on-one time with teachers and they’re in a system that’s already really taxing on teachers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s worth it, says Bowles. “We need to learn about each one of them and the particularities of their heritage language situation so that we can best support them in both the acquisition of English and the preservation of their heritage language, which I would argue should be the responsibility of U.S. schools.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Seventeen-year-old Indrani Das just won the top high school science prize in the country. Das, who lives in Oradell, N.J., took home $250,000 from the former Intel Science Talent Search, now the Regeneron Science Talent Search, for her study of brain injuries and neuron damage. In her spare time, she's already working with patients as a certified EMT.\u003c/p>\n\u003cp>In last year's contest, according to one study, \u003ca href=\"http://www.teenvogue.com/story/83-percent-top-high-school-science-students-parents-immigrants\" target=\"_blank\">more than 80 percent of finalists were, like Das, the children of immigrants\u003c/a>. As the \u003cem>\u003ca href=\"http://timesofindia.indiatimes.com/nri/us-canada-news/indian-american-teen-wins-top-science-award-worth-250000/articleshow/57673063.cms\" target=\"_blank\">Times of India\u003c/a> \u003c/em>pointed out, Das, a Jersey girl whose parents were born in Kolkata, was one of five Indian Americans among the competition's top ten finishers.\u003c/p>\n\u003cp>What is it that spurs so many people with foreign roots to excel in science, technology, engineering and math, or STEM disciplines? The cultural stereotype is broad; it sweeps in both immigrants and their children from many different parts of the world.\u003c/p>\n\u003cp>Some invoke tropes like that of the \u003ca href=\"http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way\">\"Tiger Mother,\"\u003c/a> for an explanation.\u003c/p>\n\u003cp>Not Marcos Rangel. For a new study \u003ca href=\"https://www.springerprofessional.de/en/economic-assimilation-and-skill-acquisition-evidence-from-the-oc/12152080\">published in the journal \u003cem>Demography\u003c/em>\u003c/a>, Rangel, an economist at Duke University, and his co-author, Marigee Bacolod of the U.S. Naval Postgraduate School, looked at U.S. Census data for young adults who arrived in the United States before age 18. The data covers in detail the relative skills required for different occupations, such as physical strength, communication skills, social skills, math and reasoning. For those who went to college, they were also able to see what major they chose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What's unique about this study is that Bacolod and Rangel subdivided the immigrants in two ways. First, whether they arrived in early childhood, before age 10. Second, whether their native language was linguistically close to English — say, German — or less similar — say, Vietnamese. Most linguists agree that these two factors have a dramatic impact on someone's chances of becoming perfectly fluent in a second language.\u003c/p>\n\u003cp>Immigrants in general, he found, were markedly more likely to choose jobs that require physical strength. This may reflect barriers to accessing higher education. However, they were also relatively more likely to choose jobs that require math and logic or social and emotional skills rather than relying on communication skills. And among the subset of immigrants who attended college, the ones who arrived later and from more linguistically distinct places — think the Vietnamese teen, not the German toddler — were many times more likely to major in a STEM field.\u003c/p>\n\u003cp>\"If it were just as easy for me to write with my left hand as with my right, I would be using both. But no, I specialize,\" Rangel says. In the same way, academically motivated students who have to play catch-up in English class may prefer to zoom ahead in the universal language of mathematics.\u003c/p>\n\u003cp>Rangel, who came here from Brazil as a young father, has seen this dynamic play out in his own family. \"The younger one, who went to Pre-K in English, is different from my kid who came at five already reading Portuguese,\" he says. The older one is more inclined toward math.\u003c/p>\n\u003cp>To be clear, Rangel doesn't discount the notion that cultural values may also influence immigrants' career choices, or those of their children for that matter.\u003c/p>\n\u003cp>But he is out to tell a more nuanced story — \"a movie, not just a photograph,\" he says — of how people develop different skills and talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Das exemplifies this nuance. A former \u003ca href=\"http://archive.northjersey.com/news/education/oradell-girl-is-north-jersey-spelling-bee-champ-1.552242\" target=\"_blank\">spelling bee champion\u003c/a> as well as a science whiz, she told one newspaper that \u003ca href=\"http://www.financialexpress.com/india-news/rebellion-led-indian-american-teen-indrani-das-to-250000-science-prize/602756/\" target=\"_blank\">she sought out medicine \u003c/a>as a kind of rebellion after her parents tried to discourage her from the field.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Surprising+Explanation+For+Why+Some+Immigrants+Excel+In+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Seventeen-year-old Indrani Das just won the top high school science prize in the country. Das, who lives in Oradell, N.J., took home $250,000 from the former Intel Science Talent Search, now the Regeneron Science Talent Search, for her study of brain injuries and neuron damage. In her spare time, she's already working with patients as a certified EMT.\u003c/p>\n\u003cp>In last year's contest, according to one study, \u003ca href=\"http://www.teenvogue.com/story/83-percent-top-high-school-science-students-parents-immigrants\" target=\"_blank\">more than 80 percent of finalists were, like Das, the children of immigrants\u003c/a>. As the \u003cem>\u003ca href=\"http://timesofindia.indiatimes.com/nri/us-canada-news/indian-american-teen-wins-top-science-award-worth-250000/articleshow/57673063.cms\" target=\"_blank\">Times of India\u003c/a> \u003c/em>pointed out, Das, a Jersey girl whose parents were born in Kolkata, was one of five Indian Americans among the competition's top ten finishers.\u003c/p>\n\u003cp>What is it that spurs so many people with foreign roots to excel in science, technology, engineering and math, or STEM disciplines? The cultural stereotype is broad; it sweeps in both immigrants and their children from many different parts of the world.\u003c/p>\n\u003cp>Some invoke tropes like that of the \u003ca href=\"http://www.npr.org/2011/01/11/132833376/tiger-mothers-raising-children-the-chinese-way\">\"Tiger Mother,\"\u003c/a> for an explanation.\u003c/p>\n\u003cp>Not Marcos Rangel. For a new study \u003ca href=\"https://www.springerprofessional.de/en/economic-assimilation-and-skill-acquisition-evidence-from-the-oc/12152080\">published in the journal \u003cem>Demography\u003c/em>\u003c/a>, Rangel, an economist at Duke University, and his co-author, Marigee Bacolod of the U.S. Naval Postgraduate School, looked at U.S. Census data for young adults who arrived in the United States before age 18. The data covers in detail the relative skills required for different occupations, such as physical strength, communication skills, social skills, math and reasoning. For those who went to college, they were also able to see what major they chose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What's unique about this study is that Bacolod and Rangel subdivided the immigrants in two ways. First, whether they arrived in early childhood, before age 10. Second, whether their native language was linguistically close to English — say, German — or less similar — say, Vietnamese. Most linguists agree that these two factors have a dramatic impact on someone's chances of becoming perfectly fluent in a second language.\u003c/p>\n\u003cp>Immigrants in general, he found, were markedly more likely to choose jobs that require physical strength. This may reflect barriers to accessing higher education. However, they were also relatively more likely to choose jobs that require math and logic or social and emotional skills rather than relying on communication skills. And among the subset of immigrants who attended college, the ones who arrived later and from more linguistically distinct places — think the Vietnamese teen, not the German toddler — were many times more likely to major in a STEM field.\u003c/p>\n\u003cp>\"If it were just as easy for me to write with my left hand as with my right, I would be using both. But no, I specialize,\" Rangel says. In the same way, academically motivated students who have to play catch-up in English class may prefer to zoom ahead in the universal language of mathematics.\u003c/p>\n\u003cp>Rangel, who came here from Brazil as a young father, has seen this dynamic play out in his own family. \"The younger one, who went to Pre-K in English, is different from my kid who came at five already reading Portuguese,\" he says. The older one is more inclined toward math.\u003c/p>\n\u003cp>To be clear, Rangel doesn't discount the notion that cultural values may also influence immigrants' career choices, or those of their children for that matter.\u003c/p>\n\u003cp>But he is out to tell a more nuanced story — \"a movie, not just a photograph,\" he says — of how people develop different skills and talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Das exemplifies this nuance. A former \u003ca href=\"http://archive.northjersey.com/news/education/oradell-girl-is-north-jersey-spelling-bee-champ-1.552242\" target=\"_blank\">spelling bee champion\u003c/a> as well as a science whiz, she told one newspaper that \u003ca href=\"http://www.financialexpress.com/india-news/rebellion-led-indian-american-teen-indrani-das-to-250000-science-prize/602756/\" target=\"_blank\">she sought out medicine \u003c/a>as a kind of rebellion after her parents tried to discourage her from the field.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Surprising+Explanation+For+Why+Some+Immigrants+Excel+In+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Going on Inside the Brain of a Bilingual Child?",
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"content": "\u003cp>\u003cem>Part of our ongoing series exploring how the U.S. can educate the \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">nearly 5 million\u003c/a> students who are learning English.\u003c/em>\u003c/p>\n\u003cp>Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.\u003c/p>\n\u003cp>But there is one happy nexus where research is meeting practice: bilingual education. \"In the last 20 years or so, there's been a virtual explosion of research on bilingualism,\" says Judith Kroll, a professor at the University of California, Riverside.\u003c/p>\n\u003cp>Again and again, researchers have found, \"bilingualism is an experience that shapes our brain for a lifetime,\" in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.\u003c/p>\n\u003cp>At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.\u003c/p>\n\u003cp>The goal is functional bilingualism and biliteracy for all students by middle school.\u003c/p>\n\u003cp>New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.\u003c/p>\n\u003cp>The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on \"English first\" education. Most famously, California passed \u003ca href=\"https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)\">Proposition 227\u003c/a> in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/ed/2016/10/29/499867678/the-debate-over-bilingual-education-in-california\">Proposition 58\u003c/a>, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.\u003c/p>\n\u003cp>Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.\u003c/p>\n\u003cp>Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was \"deeply flawed.\"\u003c/p>\n\u003cp>\"Earlier research looked at socially disadvantaged groups,\" agrees Antonella Sorace at the University of Edinburgh, in Scotland. \"This has been completely contradicted by recent research\" that compares more similar groups to each other.\u003c/p>\n\u003cp>So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.\u003c/p>\n\u003cp>\u003cstrong>Attention\u003c/strong>\u003c/p>\n\u003cp>It turns out that, in many ways, the real trick to speaking two languages consists in managing \u003cem>not\u003c/em> to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.\u003c/p>\n\u003cp>Saying \"Goodbye\" to mom and then \"\u003cem>Guten tag\u003c/em>\" to your teacher, or managing to ask for a \u003cem>crayola\u003c/em>\u003cem> roja\u003c/em> instead of a red crayon, requires skills called \"inhibition\" and \"task switching.\" These skills are subsets of an ability called executive function.\u003c/p>\n\u003cp>People who speak two languages often outperform monolinguals on general measures of executive function. \"[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another,\" says Sorace.\u003c/p>\n\u003cp>Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain \u003cem>structure\u003c/em> when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.\u003c/p>\n\u003cp>\u003cstrong>Empathy\u003c/strong>\u003c/p>\n\u003cp>Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 \u003ca href=\"https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/the-effects-of-bilingualism-on-theory-of-mind-development/5D9E2C458663A60A255268A839CA8D31\">have demonstrated\u003c/a> a head start on tests of perspective-taking and \u003ca href=\"http://www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf\">theory of mind\u003c/a> — both of which are fundamental social and emotional skills.\u003c/p>\n\u003cp>\u003cstrong>Reading (English)\u003c/strong>\u003c/p>\n\u003cp>About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.\u003c/p>\n\u003cp>Jennifer Steele at American University conducted a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=1294\">four-year, randomized trial\u003c/a> and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.\u003c/p>\n\u003cp>Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?\u003c/p>\n\u003cp>\"If it's just about moving the kids around,\" Steele says, \"that's not as exciting as if it's a way of teaching that makes you smarter.\"\u003c/p>\n\u003cp>Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka \"metalinguistic awareness.\"\u003c/p>\n\u003cp>The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.\u003c/p>\n\u003cp>Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.\u003c/p>\n\u003cp>Yet they were just as good at decoding a text.\u003c/p>\n\u003cp>\"This is very surprising,\" Luk says. \"You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension.\"\u003c/p>\n\u003cp>How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.\u003c/p>\n\u003cp>They got to the same results as the monolinguals, by a different path.\u003c/p>\n\u003cp>\u003cstrong>School performance and engagement. \u003c/strong>\u003c/p>\n\u003cp>Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.\u003c/p>\n\u003cp>\"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English,\" says Virginia Collier. \"Eight million student records later, we're convinced,\" Wayne Thomas chimes in.\u003c/p>\n\u003cp>In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.\u003c/p>\n\u003cp>\u003cstrong>Diversity and integration.\u003c/strong>\u003c/p>\n\u003cp>American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.\u003c/p>\n\u003cp>Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.\u003c/p>\n\u003cp>This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.\u003c/p>\n\u003cp>\"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,\" says Antonella Sorace of the University of Edinburgh. \"We tell them they're not doing their child a favor by giving up their language.\"\u003c/p>\n\u003cp>\u003cstrong>Protection against cognitive decline and dementia. \u003c/strong>\u003c/p>\n\u003cp>File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.\u003c/p>\n\u003cp>Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.\u003c/p>\n\u003cp>\u003cstrong>The coda, and a caution\u003c/strong>\u003c/p>\n\u003cp>One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.\u003c/p>\n\u003cp>Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs \"\u003ca href=\"http://www.bilingualism-matters.ppls.ed.ac.uk/\">Bilingualism Matters\u003c/a>,\" an international network of researchers who promote bilingual education projects.\u003c/p>\n\u003cp>This type of advocacy among scientists is unusual; even more so because the \"bilingual advantage hypothesis\" is being challenged once again. A review of studies published last year found that cognitive advantages \u003ca href=\"http://blogs.discovermagazine.com/neuroskeptic/2015/12/04/do-bilingual-people-have-a-cognitive-advantage/#.WADrsZMrJE4\">failed to appear \u003c/a>in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.\u003c/p>\n\u003cp>One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.\u003c/p>\n\u003cp>And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Not to mention one obvious, outstanding fact underlined by many of these researchers: \"Bilingual children can speak two languages! That's amazing,\" says Bialystok.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Potential+Brain+Benefits+Of+Bilingual+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Part of our ongoing series exploring how the U.S. can educate the \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">nearly 5 million\u003c/a> students who are learning English.\u003c/em>\u003c/p>\n\u003cp>Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.\u003c/p>\n\u003cp>But there is one happy nexus where research is meeting practice: bilingual education. \"In the last 20 years or so, there's been a virtual explosion of research on bilingualism,\" says Judith Kroll, a professor at the University of California, Riverside.\u003c/p>\n\u003cp>Again and again, researchers have found, \"bilingualism is an experience that shapes our brain for a lifetime,\" in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.\u003c/p>\n\u003cp>At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.\u003c/p>\n\u003cp>The goal is functional bilingualism and biliteracy for all students by middle school.\u003c/p>\n\u003cp>New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.\u003c/p>\n\u003cp>The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on \"English first\" education. Most famously, California passed \u003ca href=\"https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)\">Proposition 227\u003c/a> in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/ed/2016/10/29/499867678/the-debate-over-bilingual-education-in-california\">Proposition 58\u003c/a>, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.\u003c/p>\n\u003cp>Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.\u003c/p>\n\u003cp>Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was \"deeply flawed.\"\u003c/p>\n\u003cp>\"Earlier research looked at socially disadvantaged groups,\" agrees Antonella Sorace at the University of Edinburgh, in Scotland. \"This has been completely contradicted by recent research\" that compares more similar groups to each other.\u003c/p>\n\u003cp>So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.\u003c/p>\n\u003cp>\u003cstrong>Attention\u003c/strong>\u003c/p>\n\u003cp>It turns out that, in many ways, the real trick to speaking two languages consists in managing \u003cem>not\u003c/em> to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.\u003c/p>\n\u003cp>Saying \"Goodbye\" to mom and then \"\u003cem>Guten tag\u003c/em>\" to your teacher, or managing to ask for a \u003cem>crayola\u003c/em>\u003cem> roja\u003c/em> instead of a red crayon, requires skills called \"inhibition\" and \"task switching.\" These skills are subsets of an ability called executive function.\u003c/p>\n\u003cp>People who speak two languages often outperform monolinguals on general measures of executive function. \"[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another,\" says Sorace.\u003c/p>\n\u003cp>Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain \u003cem>structure\u003c/em> when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.\u003c/p>\n\u003cp>\u003cstrong>Empathy\u003c/strong>\u003c/p>\n\u003cp>Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 \u003ca href=\"https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/the-effects-of-bilingualism-on-theory-of-mind-development/5D9E2C458663A60A255268A839CA8D31\">have demonstrated\u003c/a> a head start on tests of perspective-taking and \u003ca href=\"http://www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf\">theory of mind\u003c/a> — both of which are fundamental social and emotional skills.\u003c/p>\n\u003cp>\u003cstrong>Reading (English)\u003c/strong>\u003c/p>\n\u003cp>About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.\u003c/p>\n\u003cp>Jennifer Steele at American University conducted a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=1294\">four-year, randomized trial\u003c/a> and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.\u003c/p>\n\u003cp>Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?\u003c/p>\n\u003cp>\"If it's just about moving the kids around,\" Steele says, \"that's not as exciting as if it's a way of teaching that makes you smarter.\"\u003c/p>\n\u003cp>Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka \"metalinguistic awareness.\"\u003c/p>\n\u003cp>The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.\u003c/p>\n\u003cp>Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.\u003c/p>\n\u003cp>Yet they were just as good at decoding a text.\u003c/p>\n\u003cp>\"This is very surprising,\" Luk says. \"You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension.\"\u003c/p>\n\u003cp>How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.\u003c/p>\n\u003cp>They got to the same results as the monolinguals, by a different path.\u003c/p>\n\u003cp>\u003cstrong>School performance and engagement. \u003c/strong>\u003c/p>\n\u003cp>Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.\u003c/p>\n\u003cp>\"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English,\" says Virginia Collier. \"Eight million student records later, we're convinced,\" Wayne Thomas chimes in.\u003c/p>\n\u003cp>In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.\u003c/p>\n\u003cp>\u003cstrong>Diversity and integration.\u003c/strong>\u003c/p>\n\u003cp>American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.\u003c/p>\n\u003cp>Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.\u003c/p>\n\u003cp>This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.\u003c/p>\n\u003cp>\"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,\" says Antonella Sorace of the University of Edinburgh. \"We tell them they're not doing their child a favor by giving up their language.\"\u003c/p>\n\u003cp>\u003cstrong>Protection against cognitive decline and dementia. \u003c/strong>\u003c/p>\n\u003cp>File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.\u003c/p>\n\u003cp>Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.\u003c/p>\n\u003cp>\u003cstrong>The coda, and a caution\u003c/strong>\u003c/p>\n\u003cp>One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.\u003c/p>\n\u003cp>Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs \"\u003ca href=\"http://www.bilingualism-matters.ppls.ed.ac.uk/\">Bilingualism Matters\u003c/a>,\" an international network of researchers who promote bilingual education projects.\u003c/p>\n\u003cp>This type of advocacy among scientists is unusual; even more so because the \"bilingual advantage hypothesis\" is being challenged once again. A review of studies published last year found that cognitive advantages \u003ca href=\"http://blogs.discovermagazine.com/neuroskeptic/2015/12/04/do-bilingual-people-have-a-cognitive-advantage/#.WADrsZMrJE4\">failed to appear \u003c/a>in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.\u003c/p>\n\u003cp>One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.\u003c/p>\n\u003cp>And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Prior to the 1960s, scientists thought children who spoke more than one language had a handicap for learning because they had to spend too much time distinguishing between languages. With more modern brain imaging technology, researchers can now see how multilingualism actually \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/29/could-bilingual-education-mold-kids-brains-to-better-resist-distraction/\" target=\"_blank\">strengthens the brain\u003c/a>. People who speak more than one language have a higher density of gray matter that contains most of the brains neurons and synapses.\u003c/p>\n\u003cp>Scientists are also beginning to distinguish between young children who grow up learning and speaking two languages as compared to those who learn a second language in adulthood. Children use both hemispheres of the brain to acquire language, which means they often grasp the emotional implications of language more deeply. In contrast, adults who learned a second language tend to approach problems presented to them in that language in a more rational, detached way. Scientists hypothesize that it's because adults often acquire language through the left hemisphere of the brain.\u003c/p>\n\u003cp>Learn more about the fascinating brain research around multilingualism from this \u003ca href=\"http://ed.ted.com/lessons/how-speaking-multiple-languages-benefits-the-brain-mia-nacamulli\" target=\"_blank\">TED-Ed video\u003c/a> and the accompanying lesson plans. Many classrooms are filled with students who speak more than one language and they should know that ability is a great strength.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/MMmOLN5zBLY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Prior to the 1960s, scientists thought children who spoke more than one language had a handicap for learning because they had to spend too much time distinguishing between languages. With more modern brain imaging technology, researchers can now see how multilingualism actually \u003ca href=\"https://ww2.kqed.org/mindshift/2014/09/29/could-bilingual-education-mold-kids-brains-to-better-resist-distraction/\" target=\"_blank\">strengthens the brain\u003c/a>. People who speak more than one language have a higher density of gray matter that contains most of the brains neurons and synapses.\u003c/p>\n\u003cp>Scientists are also beginning to distinguish between young children who grow up learning and speaking two languages as compared to those who learn a second language in adulthood. Children use both hemispheres of the brain to acquire language, which means they often grasp the emotional implications of language more deeply. In contrast, adults who learned a second language tend to approach problems presented to them in that language in a more rational, detached way. Scientists hypothesize that it's because adults often acquire language through the left hemisphere of the brain.\u003c/p>\n\u003cp>Learn more about the fascinating brain research around multilingualism from this \u003ca href=\"http://ed.ted.com/lessons/how-speaking-multiple-languages-benefits-the-brain-mia-nacamulli\" target=\"_blank\">TED-Ed video\u003c/a> and the accompanying lesson plans. Many classrooms are filled with students who speak more than one language and they should know that ability is a great strength.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/MMmOLN5zBLY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/1340319791.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/1340319791-640x354.jpg\" alt=\"134031979\" width=\"640\" height=\"354\" class=\"alignnone size-large wp-image-27169\">\u003c/a>\u003cstrong>By Samara Freemark and Stephen Smith, \u003ca href=\"http://www.americanradioworks.org/\" target=\"_blank\">American RadioWorks\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For decades, psychologists cautioned against raising children bilingual. They warned parents and teachers that learning a second language as a child was bad for brain development. But recent studies have found exactly the opposite. Researchers now believe that when people learn another language, they develop cognitive advantages that improve their attention, self-control and ability to deal with conflicting information.\u003c/p>\n\u003cp>Today the benefits of bilingualism are being put to the test in schools all across Utah. \u003c/p>\n\u003cp>Arrowhead Elementary is just one of the more than 100 public schools in the state that have launched language immersion programs in the past five years. At Arrowhead, that language is Mandarin. Other schools across Utah have created programs in French, Spanish, Portuguese, and German. \u003c/p>\n\u003cp>Supporters of immersion education argue that learning a second language is valuable preparation to participate in the global economy. But parents are most excited about what language learning could do for their children’s brains.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>The first-graders of Arrowhead Elementary in Santa Clara, Utah, are giggling. Their math teacher, Jing Sun, has just made a little subtraction joke. She drew red circles on a whiteboard, erased one, and asked, \"Where did he run away to?\" The kids think it's hilarious.\u003c/p>\n\u003cp>It’s a joke that could be made in any first-grade math class across the United States — except that here, in southern Utah, in front of a classroom full of blond children in braids and crew cuts, Sun is speaking Mandarin Chinese. That’s the only language she speaks in the classroom: English is, emphatically, not allowed here. And the students in this class, who have been in Arrowhead’s Chinese program only about two months, seem to understand almost everything Sun is saying.\u003c/p>\n\u003cfigure id=\"attachment_37955\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-1-640x360.png\" alt=\"Students in a Chinese immersion program learn their numbers in Mandarin by counting pieces of cereal. (Stephen Smith)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37955\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in a Chinese immersion program learn their numbers in Mandarin by counting pieces of cereal. (Stephen Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>At Arrowhead Elementary, half of the kindergartners, first-graders and second-graders spend half of each day in classes taught entirely in Mandarin Chinese. This model of language education is known as dual immersion: The students learn civics and reading in English, and math and science in a second language.\u003c/p>\n\u003cp>Arrowhead implemented its immersion program three years ago, hiring native Mandarin-speaking teachers through a partnership between the Chinese government and the state of Utah. Principal Susan Harrah initially faced some resistance from parents and staff.\u003c/p>\n\u003cp>“Our faculty just weren’t ready for it,” Harrah said. “A lot of them weren’t dual immersion teachers, so a lot of them had — not bitter feelings, but they didn’t want to have any part of any type of a language program at all.”\u003c/p>\n\u003cp>Arrowhead kindergarten teacher Jackie Fonnesbeck did not support the change. “I was very worried about the math, because that’s where they’re learning the basics, and I felt like they needed to have a good, strong base in English before they learn it in Chinese.”\u003c/p>\n\u003cp>Three years into the program, Arrowhead’s immersion skeptics have become its greatest fans. Test scores for immersion students at the school are slightly higher than they are for non-immersion kids. There’s a waiting list to get into the program. And the school’s teachers -- even the English-language ones -- are now big supporters.\u003c/p>\n\u003cp>“It’s fun to see them learning and talking in Chinese,” Fonnesbeck said. “It’s amazing these children can do this, because I sure can’t. The younger they get started, the better off they’re going to be. You’re in awe when you see it.”\u003c/p>\n\u003cfigure id=\"attachment_37956\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-2-640x360.png\" alt=\"Teacher Ping Ji at Arrowhead Elementary. In Utah immersion schools, teachers speak no English to their students. (Stephen Smith)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37956\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Ping Ji at Arrowhead Elementary. In Utah immersion schools, teachers speak no English to their students. (Stephen Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>WHAT'S GOING ON INSIDE THE BRAIN?\u003c/strong>\u003c/p>\n\u003cp>Brain researchers who study bilingualism believe that the act of juggling two languages strengthens the brain system that helps people pay attention. That strong capacity to focus might be what leads to better academic performance in some children who grow up bilingual or attend language immersion programs.\u003c/p>\n\u003cp>Canadian psychologist \u003ca href=\"http://cog.lab.yorku.ca/ellen-bialystok/\" target=\"_blank\">Ellen Bialystok\u003c/a>, at York University in Toronto, studies how the brains of bilingual people work in comparison to people who speak just one language. She wires up the skulls of test subjects from both groups to an electroencephalograph (EEG), a device that records electrical activity produced by neurons in the brain. One of the experiments she performs is called the Eriksen flanker task, which measures a person’s attention and ability to screen out unwanted stimuli. Bilingual people generally perform better on the test than monolinguals.\u003c/p>\n\u003cp>In Bialystok’s cognitive performance lab, the test subject watches a computer monitor that flashes a set of five arrows arrayed in a line. Depending on where the center arrow is pointing, the subject clicks a computer mouse in her left or right hand. The arrows flanking the central target add cognitive noise to the pattern. The subject has to ignore those arrows and focus on the center one. The speed and accuracy of the test subject’s reactions are measured by the computer. The EEG detects how hard her brain had to work to sort out the target arrow from the flanking noise.\u003c/p>\n\u003cp>Bialystok believes bilinguals are better at tuning out the noise. Their brains may have a stronger “executive control” system because of the need to switch, mentally, between languages.\u003c/p>\n\u003cp>“What we now know based on massive research is that both languages are always active [in the brain] to some degree,” Bialystok said. So if French were her first language and English her second, “Why don’t half my sentences come out with French words by accident?” she asked.\u003c/p>\n\u003cp>That rarely happens in bilinguals, Bialystok said, because the executive control system — a network in the brain’s frontal lobe — is busy focusing the mind’s attention on English, screening out the French words. The network is a kind of traffic control system that helps organize and regulate thinking. When a bilingual person calls on the network to manage the traffic of dual languages, it gets stronger.\u003c/p>\n\u003cp>“Bilinguals are more efficient in resolving mental competition,” said psychology professor \u003ca href=\"http://cls.psu.edu/people/faculty/kroll_judith.shtml\" target=\"_blank\">Judith Kroll\u003c/a>, an expert on bilingualism and director of the Center for Language Science at Penn State. “They’re apparently able to keep languages separate while keeping them both available and active in their minds at the same time.”\u003c/p>\n\u003cp>Today, bilingualism is seen as having cognitive benefits, but that wasn't always the case. When Bialystok was an undergraduate in the 1960s, psychologists saw bilingualism as a disadvantage.\u003c/p>\n\u003cp>[contextly_sidebar id=\"IDkZR6IcWO7KgaXtXhruZn7kisRhgC0A\"]\u003c/p>\n\u003cp>“There was a profoundly pervasive belief that languages were hard for children,” Bialystok said. “And that if you made a child bilingual you risked, to quote a textbook of the 1950s, ‘mental retardation.’ ”\u003c/p>\n\u003cp>In our contemporary, multitasking society, notions have changed. A bilingual person with a strong executive control system may have an edge. “Everything that we do that requires focused, selective attention — ignoring salient distractors that are trying to compete for attention, shifting between two things that we are trying to do at the same time, manipulating information — that is all frontal lobe, executive function stuff,” Bialystok said.\u003c/p>\n\u003cp>In functional MRI scans of test subjects doing the flanker task, researchers can see that the part of the brain that is believed to house the executive control system uses less blood flow in bilinguals. It’s not working as hard.\u003c/p>\n\u003cp>Researchers have also discovered that bilingualism may provide some protection for the brains of aging people. Studies show that the onset of dementia occurs later in the brains of bilingual people. The executive control system, researchers say, is the last one to fully develop (think teenagers) and the first to decline, but strengthening it may slow that decline.\u003c/p>\n\u003cp>Bialystok and Kroll say one reason language can have such a profound effect on the brain is because of how deeply we are steeped in language. We use language constantly, to speak, to read and to think. Compare that to time spent in other cognitive activities such as practicing music or making mathematical calculations.\u003c/p>\n\u003cp>“Over the course of your life, you have vastly more experience using language than most of these other domains,” Kroll said.\u003c/p>\n\u003cp>Kroll and Bialystok caution not to get too far in front of the research by making assumptions about the benefits of bilingualism. Scientists are still working to determine exactly what mechanism makes bilingual brains gain greater executive control. And there’s no guarantee that growing up bilingual, or in a language immersion program, will prove beneficial for any given individual.\u003c/p>\n\u003cp>\u003cstrong>NATIONAL STATUS OF BILINGUAL PROGRAMS\u003c/strong>\u003c/p>\n\u003cp>Immersion education is growing in the rest of the country. California and Minnesota have long been leaders in immersion, and Delaware recently implemented a new program modeled after Utah’s. According to the most recent numbers from the Center for Applied Linguistics (CAL), immersion education has been steadily increasing in the United States since the 1970s. In 2011, CAL counted almost 450 immersion programs across the country. Today, that number is almost certainly higher, as Utah in particular adds schools to its statewide program.\u003c/p>\n\u003cp>But language education in general is actually declining across the country, especially in the lower grades. Between 1997 and 2008, the percentage of elementary schools offering foreign language instruction dropped from 31 percent to 25 percent. And the numbers are even more striking when you consider only public schools, where the percentage of elementary institutions offering language education dropped from 24 percent to 15 percent over the same period.\u003c/p>\n\u003cp>Numbers like these make Gregg Roberts, Utah’s dual language coordinator, irate. \"What are you thinking?” he says. “Why are you staying monolingual? Why do you think this will benefit your students in the 21st century? Why would you not be offering this benefit to your students?\"\u003c/p>\n\u003cp>\u003cstrong>PARENTAL REACTION\u003c/strong>\u003c/p>\n\u003cp>When it came time to register her boys, Tiger and Justin, for first grade, Stacy Steiner of Southern Utah had a choice: put them in Horizon Elementary School’s Chinese immersion program or enroll them in the school’s standard English program. Stacy was intrigued by immersion, but she was also nervous, particularly about Justin, who sometimes struggled in school.\u003c/p>\n\u003cp>“I was a little concerned about him not having the foundation they get in first grade,” Steiner said. “I thought that adding a language to that would be a challenge. So there was a lot of angst over that at the beginning.”\u003c/p>\n\u003cp>In the end, she chose immersion. On the first day of school Justin said he expected his instructor to teach Chinese “the normal way”: by saying something in Chinese and then telling the class what the words meant in English. But when they went into class, “She [couldn't] talk any English — only Chinese!” he said. “And so I was like, ‘OK, how do we do this? This is going to be so hard.’”\u003c/p>\n\u003cp>Steiner said that she worried through the whole first month of classes about how her boys were doing, immersed in a language they had never heard before. That changed at the first parent-teacher conference.\u003c/p>\n\u003cp>Steiner has a recording she made of the meeting. On the screen, Justin sits with his teacher, reading from a sheet of Chinese characters. “Justin wasn’t reading English that fast last year,” Stacy marveled. “I was warned ahead of time that I would be surprised at how much they’d learned. But nothing really prepares you for that.”\u003c/p>\n\u003cp>Last year, Justin struggled in school. This year, he’s making A’s. She says the boys' success learning Mandarin Chinese has changed the way she pictures their future.\u003c/p>\n\u003cp>“It has absolutely broadened my plans for my children,” she said. “I’m excited to see what they do with it.”\u003c/p>\n\u003cp>\u003cem>This article originally appeared on \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a> and is part of an hourlong radio documentary called the \u003ca href=\"http://www.americanradioworks.org/documentaries/the-science-of-smart/\" target=\"_blank\">Science of Smart\u003c/a>. You can listen to the full documentary \u003ca href=\"http://www.americanradioworks.org/podcast/\">here\u003c/a> and download the American RadioWorks podcast on ideas in education.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://americanradioworks.publicradio.org/play/static.php?name=/americanradioworks/2014/sciencesmart_128\" width=\"400px\" height=\"44px\" frameborder=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/1340319791.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/1340319791-640x354.jpg\" alt=\"134031979\" width=\"640\" height=\"354\" class=\"alignnone size-large wp-image-27169\">\u003c/a>\u003cstrong>By Samara Freemark and Stephen Smith, \u003ca href=\"http://www.americanradioworks.org/\" target=\"_blank\">American RadioWorks\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">For decades, psychologists cautioned against raising children bilingual. They warned parents and teachers that learning a second language as a child was bad for brain development. But recent studies have found exactly the opposite. Researchers now believe that when people learn another language, they develop cognitive advantages that improve their attention, self-control and ability to deal with conflicting information.\u003c/p>\n\u003cp>Today the benefits of bilingualism are being put to the test in schools all across Utah. \u003c/p>\n\u003cp>Arrowhead Elementary is just one of the more than 100 public schools in the state that have launched language immersion programs in the past five years. At Arrowhead, that language is Mandarin. Other schools across Utah have created programs in French, Spanish, Portuguese, and German. \u003c/p>\n\u003cp>Supporters of immersion education argue that learning a second language is valuable preparation to participate in the global economy. But parents are most excited about what language learning could do for their children’s brains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>The first-graders of Arrowhead Elementary in Santa Clara, Utah, are giggling. Their math teacher, Jing Sun, has just made a little subtraction joke. She drew red circles on a whiteboard, erased one, and asked, \"Where did he run away to?\" The kids think it's hilarious.\u003c/p>\n\u003cp>It’s a joke that could be made in any first-grade math class across the United States — except that here, in southern Utah, in front of a classroom full of blond children in braids and crew cuts, Sun is speaking Mandarin Chinese. That’s the only language she speaks in the classroom: English is, emphatically, not allowed here. And the students in this class, who have been in Arrowhead’s Chinese program only about two months, seem to understand almost everything Sun is saying.\u003c/p>\n\u003cfigure id=\"attachment_37955\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-1-640x360.png\" alt=\"Students in a Chinese immersion program learn their numbers in Mandarin by counting pieces of cereal. (Stephen Smith)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37955\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in a Chinese immersion program learn their numbers in Mandarin by counting pieces of cereal. (Stephen Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>At Arrowhead Elementary, half of the kindergartners, first-graders and second-graders spend half of each day in classes taught entirely in Mandarin Chinese. This model of language education is known as dual immersion: The students learn civics and reading in English, and math and science in a second language.\u003c/p>\n\u003cp>Arrowhead implemented its immersion program three years ago, hiring native Mandarin-speaking teachers through a partnership between the Chinese government and the state of Utah. Principal Susan Harrah initially faced some resistance from parents and staff.\u003c/p>\n\u003cp>“Our faculty just weren’t ready for it,” Harrah said. “A lot of them weren’t dual immersion teachers, so a lot of them had — not bitter feelings, but they didn’t want to have any part of any type of a language program at all.”\u003c/p>\n\u003cp>Arrowhead kindergarten teacher Jackie Fonnesbeck did not support the change. “I was very worried about the math, because that’s where they’re learning the basics, and I felt like they needed to have a good, strong base in English before they learn it in Chinese.”\u003c/p>\n\u003cp>Three years into the program, Arrowhead’s immersion skeptics have become its greatest fans. Test scores for immersion students at the school are slightly higher than they are for non-immersion kids. There’s a waiting list to get into the program. And the school’s teachers -- even the English-language ones -- are now big supporters.\u003c/p>\n\u003cp>“It’s fun to see them learning and talking in Chinese,” Fonnesbeck said. “It’s amazing these children can do this, because I sure can’t. The younger they get started, the better off they’re going to be. You’re in awe when you see it.”\u003c/p>\n\u003cfigure id=\"attachment_37956\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/ARW-2-640x360.png\" alt=\"Teacher Ping Ji at Arrowhead Elementary. In Utah immersion schools, teachers speak no English to their students. (Stephen Smith)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37956\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Ping Ji at Arrowhead Elementary. In Utah immersion schools, teachers speak no English to their students. (Stephen Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>WHAT'S GOING ON INSIDE THE BRAIN?\u003c/strong>\u003c/p>\n\u003cp>Brain researchers who study bilingualism believe that the act of juggling two languages strengthens the brain system that helps people pay attention. That strong capacity to focus might be what leads to better academic performance in some children who grow up bilingual or attend language immersion programs.\u003c/p>\n\u003cp>Canadian psychologist \u003ca href=\"http://cog.lab.yorku.ca/ellen-bialystok/\" target=\"_blank\">Ellen Bialystok\u003c/a>, at York University in Toronto, studies how the brains of bilingual people work in comparison to people who speak just one language. She wires up the skulls of test subjects from both groups to an electroencephalograph (EEG), a device that records electrical activity produced by neurons in the brain. One of the experiments she performs is called the Eriksen flanker task, which measures a person’s attention and ability to screen out unwanted stimuli. Bilingual people generally perform better on the test than monolinguals.\u003c/p>\n\u003cp>In Bialystok’s cognitive performance lab, the test subject watches a computer monitor that flashes a set of five arrows arrayed in a line. Depending on where the center arrow is pointing, the subject clicks a computer mouse in her left or right hand. The arrows flanking the central target add cognitive noise to the pattern. The subject has to ignore those arrows and focus on the center one. The speed and accuracy of the test subject’s reactions are measured by the computer. The EEG detects how hard her brain had to work to sort out the target arrow from the flanking noise.\u003c/p>\n\u003cp>Bialystok believes bilinguals are better at tuning out the noise. Their brains may have a stronger “executive control” system because of the need to switch, mentally, between languages.\u003c/p>\n\u003cp>“What we now know based on massive research is that both languages are always active [in the brain] to some degree,” Bialystok said. So if French were her first language and English her second, “Why don’t half my sentences come out with French words by accident?” she asked.\u003c/p>\n\u003cp>That rarely happens in bilinguals, Bialystok said, because the executive control system — a network in the brain’s frontal lobe — is busy focusing the mind’s attention on English, screening out the French words. The network is a kind of traffic control system that helps organize and regulate thinking. When a bilingual person calls on the network to manage the traffic of dual languages, it gets stronger.\u003c/p>\n\u003cp>“Bilinguals are more efficient in resolving mental competition,” said psychology professor \u003ca href=\"http://cls.psu.edu/people/faculty/kroll_judith.shtml\" target=\"_blank\">Judith Kroll\u003c/a>, an expert on bilingualism and director of the Center for Language Science at Penn State. “They’re apparently able to keep languages separate while keeping them both available and active in their minds at the same time.”\u003c/p>\n\u003cp>Today, bilingualism is seen as having cognitive benefits, but that wasn't always the case. When Bialystok was an undergraduate in the 1960s, psychologists saw bilingualism as a disadvantage.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“There was a profoundly pervasive belief that languages were hard for children,” Bialystok said. “And that if you made a child bilingual you risked, to quote a textbook of the 1950s, ‘mental retardation.’ ”\u003c/p>\n\u003cp>In our contemporary, multitasking society, notions have changed. A bilingual person with a strong executive control system may have an edge. “Everything that we do that requires focused, selective attention — ignoring salient distractors that are trying to compete for attention, shifting between two things that we are trying to do at the same time, manipulating information — that is all frontal lobe, executive function stuff,” Bialystok said.\u003c/p>\n\u003cp>In functional MRI scans of test subjects doing the flanker task, researchers can see that the part of the brain that is believed to house the executive control system uses less blood flow in bilinguals. It’s not working as hard.\u003c/p>\n\u003cp>Researchers have also discovered that bilingualism may provide some protection for the brains of aging people. Studies show that the onset of dementia occurs later in the brains of bilingual people. The executive control system, researchers say, is the last one to fully develop (think teenagers) and the first to decline, but strengthening it may slow that decline.\u003c/p>\n\u003cp>Bialystok and Kroll say one reason language can have such a profound effect on the brain is because of how deeply we are steeped in language. We use language constantly, to speak, to read and to think. Compare that to time spent in other cognitive activities such as practicing music or making mathematical calculations.\u003c/p>\n\u003cp>“Over the course of your life, you have vastly more experience using language than most of these other domains,” Kroll said.\u003c/p>\n\u003cp>Kroll and Bialystok caution not to get too far in front of the research by making assumptions about the benefits of bilingualism. Scientists are still working to determine exactly what mechanism makes bilingual brains gain greater executive control. And there’s no guarantee that growing up bilingual, or in a language immersion program, will prove beneficial for any given individual.\u003c/p>\n\u003cp>\u003cstrong>NATIONAL STATUS OF BILINGUAL PROGRAMS\u003c/strong>\u003c/p>\n\u003cp>Immersion education is growing in the rest of the country. California and Minnesota have long been leaders in immersion, and Delaware recently implemented a new program modeled after Utah’s. According to the most recent numbers from the Center for Applied Linguistics (CAL), immersion education has been steadily increasing in the United States since the 1970s. In 2011, CAL counted almost 450 immersion programs across the country. Today, that number is almost certainly higher, as Utah in particular adds schools to its statewide program.\u003c/p>\n\u003cp>But language education in general is actually declining across the country, especially in the lower grades. Between 1997 and 2008, the percentage of elementary schools offering foreign language instruction dropped from 31 percent to 25 percent. And the numbers are even more striking when you consider only public schools, where the percentage of elementary institutions offering language education dropped from 24 percent to 15 percent over the same period.\u003c/p>\n\u003cp>Numbers like these make Gregg Roberts, Utah’s dual language coordinator, irate. \"What are you thinking?” he says. “Why are you staying monolingual? Why do you think this will benefit your students in the 21st century? Why would you not be offering this benefit to your students?\"\u003c/p>\n\u003cp>\u003cstrong>PARENTAL REACTION\u003c/strong>\u003c/p>\n\u003cp>When it came time to register her boys, Tiger and Justin, for first grade, Stacy Steiner of Southern Utah had a choice: put them in Horizon Elementary School’s Chinese immersion program or enroll them in the school’s standard English program. Stacy was intrigued by immersion, but she was also nervous, particularly about Justin, who sometimes struggled in school.\u003c/p>\n\u003cp>“I was a little concerned about him not having the foundation they get in first grade,” Steiner said. “I thought that adding a language to that would be a challenge. So there was a lot of angst over that at the beginning.”\u003c/p>\n\u003cp>In the end, she chose immersion. On the first day of school Justin said he expected his instructor to teach Chinese “the normal way”: by saying something in Chinese and then telling the class what the words meant in English. But when they went into class, “She [couldn't] talk any English — only Chinese!” he said. “And so I was like, ‘OK, how do we do this? This is going to be so hard.’”\u003c/p>\n\u003cp>Steiner said that she worried through the whole first month of classes about how her boys were doing, immersed in a language they had never heard before. That changed at the first parent-teacher conference.\u003c/p>\n\u003cp>Steiner has a recording she made of the meeting. On the screen, Justin sits with his teacher, reading from a sheet of Chinese characters. “Justin wasn’t reading English that fast last year,” Stacy marveled. “I was warned ahead of time that I would be surprised at how much they’d learned. But nothing really prepares you for that.”\u003c/p>\n\u003cp>Last year, Justin struggled in school. This year, he’s making A’s. She says the boys' success learning Mandarin Chinese has changed the way she pictures their future.\u003c/p>\n\u003cp>“It has absolutely broadened my plans for my children,” she said. “I’m excited to see what they do with it.”\u003c/p>\n\u003cp>\u003cem>This article originally appeared on \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a> and is part of an hourlong radio documentary called the \u003ca href=\"http://www.americanradioworks.org/documentaries/the-science-of-smart/\" target=\"_blank\">Science of Smart\u003c/a>. You can listen to the full documentary \u003ca href=\"http://www.americanradioworks.org/podcast/\">here\u003c/a> and download the American RadioWorks podcast on ideas in education.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
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}
}
