Now, both are battling a new competitor – last year the Spanish-language media giant Univision teamed up with ABC News. Some reports say Univision is also talking to Disney to create an all-English news channel for Hispanics.
In the magazine world, Conde Nast and the Hearst Corporation are competing for territory in the Hispanic market. Media biggies that were once adversaries are now becoming friends because they recognize that bilingual, bicultural Hispanics are a force to be reckoned with, particularly second-generation Hispanic millennials, ages 18 to 29, who speak little Spanish and would rather be talked to in English.
Bilingual education is when children who do not speak are taught in their native language while they are still learning English. Students who do not yet know English well enough would not be able comprehend and efficiently learn in an all English speaking environment. Someone that doesn’t fully understand the language being taught in, cannot understand what is being taught. Research has shown that a person who learns to speak and understand a second language fluently can learn additional languages much faster.
Students who are allowed to function in a fully non-English speaking environment may become very resistant to the idea of going into the normal classroom. The costs that are involved with bilingual education are very high, much higher than you would probably expect.
By accommodating students who do not speak English, the attitude that they do not need to learn it begins to set it. Another feature of historical discourse is the need to generalise about groups of people, significant individuals, trends in society, developments in technology and industry and so on. A third key feature of historical language is the need to understand and use language which communicates the notion of cause and effect.
Pupils also need to be able to make inferences from artefacts, pictures, DVD material and texts and in turn express inferences and relate them to a€?evidencea€™.
Finally, the language relating to time and place is at the centre of the a€?there and thena€™ of history. Time when (less specific): in the 19th century, in the 1960s, in the early years of the 16th century.
It is also useful to remember that the nature of the current KS1 and KS2 History curriculum and its organisation into units does not follow a continuous chronological path. All of these features of the language of history present considerable challenges to users of EAL as they learn to understand and use the more formal academic register of the classroom.
The learning of historical information and concepts and the acquisition of the language needed to explore the meaning and express understanding of them is not always easy for children. The resources on this page provide pointers which teachers may find helpful as they develop their practice. Resources for teaching major history topics to secondary students at earlier stages of learning English. EAL resources for teaching major history topics to post primary students at earlier stages of learning English. But this week’s podcast makes me wonder if the team of Stephen Dubner and Steven Levitt aren’t overstretching themselves a bit.
This translates into big differences in the language account: your Spanish is worth $51,000, but French, $77,000, and German, $128,000.
Now, formerly all-Spanish media networks are partnering with English-language networks in competition for the rapidly growing Hispanic bilingual, bicultural market. Most of the Hispanic population growth in the past decade came from native-born kids, not immigration.


Bilingual education is used to make sure that these students do not fall behind from where they should be and that they are able to fully integrate back into the normal classroom after they learn English. Their is still a very strong focus for these students to learn to speak English fluently, which is much simpler to do when they are being taught by someone who can communicate efficiently with them. The costs of hiring full time bilingual teachers, ordering foreign language books and other materials, and supplying a classroom with all of the necessary supplies adds up rapidly. This takes away their need to learn the primary language of the place they live and the school they go to, which is important. That is, a language teacher in introducing new vocabulary or language features builds on what the learners can see, feel and hear in the immediacy of the classroom to make the language being used comprehensible. This necessitates the use of a variety of determiners, nouns, verb forms and adverbs which express the notion of making a generalisation. Therefore, pupils need to develop their ability to understand and use words or phrases such as: because, therefore, due to, caused, led to, resulted in etc. Consequently, it may be unclear to many pupils what the connection is between different topics. However, these features of historical discourse do not necessarily mean that history as a subject is inaccessible to learners of English as an additional language.
However, an approach to the subject which emphasises the use of visual support, activities which promote small group interaction and discussion, the movement from the specific to the general and the exploitation of Key Visuals can go a long way to making the subject accessible, enjoyable and a source of valuable language learning for users of EAL. Humans are famously bad at weighting the future against the present, but if you dangled even a post-dated $128,000 cheque in front of the average 14-year-old, Goethe and Schiller would be hotter than Facebook.Why do the languages offer such different returns? For media companies looking to grow outlets and advertising profits, Hispanics are less a niche market, and more like the U.S. Several years ago, Telemundo created a cable channel, Mun2 (pronounced “mundos,” a play on “two worlds”), which went way beyond traditional telenovelas and offered a range of bilingual programs, including reality shows.
Many people support this type of education, but critics think that it does more harm than good in most situations.
This is because they are able to focus on the subject instead of trying to understand what is being said. In contrast, history almost by definition deals with the a€?there and thena€™ of past events and circumstances in different parts of the world. Part of this lack of clarity will often be the when and where of each unit in relation to other units. Instead the task is to find ways to make the language needed to explore, understand and talk and write about the past comprehensible and usable.
A reader writes:My oldest daughter is a college freshman, and not only have I paid for her to study Spanish for the last four or more years — they even do it in grade school now! Now, CNN, which already has CNN en Espanol, is forming its own channel that will carry bilingual news. Rolling Stone magazine introduced a bilingual insert last fall showcasing Latino music stars, with a different cover featuring Pitbull. In order to gain a better understanding of this issue, let’s explore the pros and cons.
In addition to this, the language of history often involves the understanding and use of a range of abstract and general nouns and verbs which communicate a variety of concepts. In particular, it may be assumed that the chronological sequence and differences in time between, for example, the Victorian Age, Tudor Times and Roman Britain are obvious.
It is worth remembering to contextualise each new unit in terms of its place on a timeline relative to previous and also forthcoming topics.
This chart reckons that Spanish-speakers account for a bit more of world GDP than German-speakers do.


Furthermore, other significant events, eras and locations which are not included in the National Curriculum ( the construction of the Great Wall of China, the development of Great Zimbabwe, the Mayan culture etc.) can be plotted and thereby further inform pupilsa€™ sense of the past and of the links with world cultures and histories.
Germany is a trade powerhouse, so its language will be more economically valuable for an outsider than the language of a relatively more closed economy.But in American context (the one Mr Saiz studied), the more important factor is probably supply, not demand, of speakers of a given language. This can also provide opportunities to draw on children and their parentsa€™ knowledge of historical events in Britain and elsewhere in the world. The pros are that working in a foreign language can make people make better decisions (research Johnson covered here) and that bilingualism helps with executive function in children and dementia in older people (covered here).
Non-Latino Americans might study Spanish because they hear and see so much of it spoken in their country. The cons: one study finds that the earnings bonus for an American who learns a foreign language is just 2%. But that might be the best reason not to study the language, from a purely economic point of view. If you make $30,000 a year, sniffs Mr Dubner, that’s just $600.But for the sake of provocation, Mr Dubner seems to have low-balled this. A non-native learner of Spanish will have a hard time competing with a fluent native bilingual for a job requiring both languages.
Indeed, Mr Saiz found worse returns for Spanish study in states with a larger share of Hispanics.
First, instead of $30,000, assume a university graduate, who in America is likelier to use a foreign language than someone without university. Better to learn a language in high demand, but short supply—one reason, no doubt, ambitious American parents are steering their children towards Mandarin. The drop-off in recent years in the American study of German might be another reason for young people to hit the Bucher.And studies like Mr Saiz’s can only work with the economy the researchers have at hand to study. But of course changes in educational structures can have dynamic effects on entire economies.
Compound interest is the most powerful force in the universe (a statement dubiously attributed to Einstein, but nonetheless worth committing to memory). Assuming just a 1% real salary increase per year and a 2% average real return over 40 years, a 2% language bonus turns into an extra $67,000 (at 2014 value) in your retirement account.
Oil economies aside, the top ten includes countries where trilingualism is typical, like Luxembourg, Switzerland and Singapore, and small countries like the Scandinavian ones, where English knowledge is excellent.There are of course many reasons that such countries are rich.
But a willingness to learn about export markets, and their languages, is a plausible candidate.
One study, led by James Foreman-Peck of Cardiff Business School, has estimated that lack of foreign-language proficiency in Britain costs the economy ?48 billion ($80 billion), or 3.5% of GDP, each year. Even if that number is high, the cost of assuming that foreign customers will learn your language, and never bothering to learn theirs, is certainly a lot greater than zero. So if Mr Saiz had run his language-premium study against a parallel-universe America, in which the last half-century had been a golden age of language-learning, he might have found a bigger foreign-language bonus (and a bigger GDP pie to divide) in that more open and export-oriented fantasy America. But it isn’t hard to think of school subjects that provide less return—economically, anyway—than a foreign language. That leaves billions who will not, and billions of others who remain happier (and more willing to spend money) in their own language.



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