Everyone’s life is affected by social construction. This is the belief that social standard is determined by society, and it is formed by the individuals that belong to the society. Just Like when an individual thinks of a doctor, lawyer, priest, engineer, or manager, they usually picture males. Similarly, the nurses, teachers, and housewives might be purely female professions in our society. This is social constructionist thought on the role of equity and equality should play in today’s society. These may not be the equal of choice for the individuals, but what the government believes is socially acceptable.
People begin to learn what is equity and equality, according to the community, from different social constructions. Like the Bilingual Education Act contributes to social construction, as this Act is almost portrayed in a stereotypical manner for English Language Learners (ELL) in school. By examining the way the Bilingual Education Act is presented, we can see the impacts of social constructionist thought. First, the impacts that equity and equality can apply varies from society to society, this is because each society obliges to a different social constructions.
In many Asian countries, schools offer mandatory Bilingual classes for every student that seems very normal way of using government spending. Governments allocate funds to support massive, consistent and long-term public education. Whereas, in Western countries, people might think of Bilingual Education, it might only belong to English Language Learners (ELL), especially for new immigrants. They define Bilingual Education in a different way; each society believes their views are the most acceptable and fairness views, because each society is based on a different social construction.
The other impact is that the Bilingual Education Act might be influential to English Language Learners (ELL) that social constructionists can be use to equal limited performance students and new immigrants’ right as well as distributing recourses from our government. There is no doubt that the government is responsible for altering the way our society runs. Bilingual Education Act most likely can help those students to adopting not only the language and improve study comprehension, but it also gives others students a chance to learn foreign language.
Generally, people might think of Bilingual is English and either Chinese or Spanish, because most ELL students and new immigrants came from those countries. However, Bilingual might be various; it can also be French, Japanese, Russian, Korean and German. This is evident in how Bilingual Education Act is presented in the vast meaning. It almost seems as if the social construction holds strong to the values of the past, and fears change. Social constructions influence the policy agenda; it is a selection of policy tools and rationale to legitimate the policy.
Social constructions often use to argue other theories on how policy agendas are formed and policy decision making. (Class note: Social construction of target populations, slice1, slice2) Society not only controls what the Bilingual Education Act can show, but it also determines how the material can be presented. Basis on social construction stereotype, people believe that “Good” polices is presented as rational, beneficial and submissive public interest; “Bad” policies are rebellious, resentful and against equity as well as equality.
So, the social constructions, even the specific group members are manipulated in power; its constructs use for agenda setting, justifying and rationalizing policy implementations; that is sending message about how to treat people. (Class note: Social constructions of target population, Slice7, Slice8) Due to equity and equality theories, the target groups of English Language Learners (ELL) and new immigrants have been attempted to manipulate the social construction of Bilingual Education policy.
Further, many types of groups are also benefits from this Bilingual Education policy. Teachers have opportunity to become bilingual teachers and work in different field as a new career. Schools may receive more government funds for increasing classroom size and teaching quality for Bilingual students, as a result of improving school reputations in certain districts. On one hand, English Language Learners (ELL) can eliminate a study barrier, on the other hand, the rest of students might also have chance learn a different language.
However, it is hurtful for the middle class tax payers, due to they are the majority group of contributing to a large portion of tax. Government has to maintain equal to every individuals and equality of distrusting the taxes. In reality , Bilingual Education policy only benefits specific group of people, but people usually do not object to inequality policy even it reflects individuals choice in addition to the inequality will not benefit everyone in the society. Finally, the Bilingual Education Act is partially determined by social construction.
Although each society contains develop a different social construction, the policy itself is presented in the manner of equal learning opportunity and equalizing government recourses to certain group of people. The Bilingual Education Policy is one of the largest social constructs that make up a community, and therefore effects the English Language Learners (ELL) or new immigrants greatly. The policy is built from what society believes to be true. With this in mind maybe it is the students themselves, not the Bilingual Education Policy, which requires a change.
References: Cochran, Charles L. and Eloise F. Malone. (2005). Public policy; perspectives and choices, 3d ed. (P221-P260). Colorado: Lynne Rienner Publishers, Inc. Anne Schneider and Helen Ingram. (2009). Social construction of target populations, power point class note. (Slice1-Slice 8) Blanca E Araujo, November 2009, “Best Practices in Working With Linguistically Diverse Families”, Retrieved November 24, 2009, From Intervention in School and Clinic; Austin Source: ProQuest Research Library Website: http://proquest. umi. com. cwplib. proxy. liu. edu/pqdlink?
Ver=1&Exp=11-23-2014&FMT=7&DID=1899489931&RQT=309&cfc=1 Ana Christina DaSilva. Iddings, Spring 2005, “Linguistic Access and Participation: English Language Learners in an English-Dominant Community of Practice” Retrieved November 24, 2009, From Bilingual Research Journal Source: Education Full Text Website:http://uu2mk8se5u. search. serialssolutions. com. cwplib. proxy. liu. edu/? sid=CentralSearch:WED&genre=article&atitle=Linguistic+Access+and+Participation%3A+English+Language+Learners+in+an+English-Dominant+Community+of+Practice&volume=29&issue=1&title=Bilingual+Research+Journal&issn=152