Many parents have believed in the effectiveness of bilingual education, most of them do their best to invest their children to speak two (or more) languages ​​from early childhood. The students in the state we are required to learn English when they were ten years old. Government considers at that age is the best for education.
There are some constraints on education in our country, for example: children learn a second language too early and they have produced "mixed" language. It took them difficult to separate the grammar and vocabulary. Another problem the parents can not understand the education their children received. The parents do not speak English with their children, so they put all the responsibility on teachers. The purpose of this study was to determine the approach to solve the problem of education in our country.


There are four factors that can affect children's education:
1.      The ability of the parents in one or more languages. Some parents spoke only one language, home language, and unable to speak the language schools and other languages.
2.      Actually the language parents use with children. Parents may have the language skills in two or more languages, but parents can not choose the language that can improve foreign language education in children.
3.      Language or language family members of other families to talk with children, such as the language spoken between siblings or between children and grandparents.
4.      The last factor is the language the child used in the community.

Approach to solve the problem

Parents need to consider how the balance between the languages. If a child is in school all day in one language and have only a short time to hear another language at home, it is likely the language schools will develop more easily than the home language. Parents should plan to spend extra time using the home language in various situations and with different speakers. when children learn two languages ​​at the same time parents need to have a language strategy that emphasizes the boundaries between languages. Example:
  • One parent, one language. Each parent consistently speaks one language, while the other parent speaks another language (usually each on speaking his native language to children and perhaps a common language to each other).
  • Both parents speak one language at home and second language use in schools.
  • Both parets speak both language to children, but separate the languages according to speaking situations or alternate days.
The quality of language interaction is very important. The language used should not be too complicated and parents must learn to expand the language of their children and to provide encouragement and approval. Providing books, music and even videos in both languages ​​is a successful way to improve children's language skills. Not only children but also parents can use both languages ​​with ease and create a fun environment to learn the language. Parents need to be a good listener and a good language model by introducing a rich vocabulary and varied conversations through the way they provide books, music and even videos in both languages.
The above approach is an easy way to solve the problem of students who speak the "mixed" language. The second issue that the parents understand that the school has a responsibility to help their children to learn English well, not parental responsibility '. There are several theories and approaches below will be related to this issue.

Parents usually are not confident enough to volunteer their skills as parents to school activities. Parents should be aware of the parental role and responsibilities that the school system has been designed for them. The parents also need to understand how schools and their programs operate. parents should have more communication with teachers. Parents can communicate with teachers through the questions:
·         Does the teacher have an explicit or implicit policy with respect to the role of language in education, and how bilingual education does not match or fit with existing policies? Is this policy based on tradition or the result of language (education) planning?
·         Is there a general satisfaction at all levels of educational attainment by all participants?
·         Is there a well-developed curriculum for various levels / stages of formal education - that is, a framework that determines fairly explicit set of language, content, cognitive and affective objectives are then bound or illustrated by exemplary techniques, activities, and supported by materials written?

If parents can ask the above questions, the communication between teachers and parents will be easier. The above questions do not have a relationship on the level of the parents a second language. They can help parents to realize the situation of their children's learning.

Five key questions about the program that the school can offer:
1.      Do school districts have policies that support and value contribution of bilingual education in society?
2.      Is the school and supports bilingual education as the most promising instructional programs for children?
3.      Does bilingual education programs were given high status or at least considered important as other successful programs in schools?
4.      Does bilingual education programs were given high status or at least considered important as other successful programs in schools?
5.      Are all teachers aware of the principles and research that support bilingual education?

The main idea of ​​this research is to try to find approaches and solutions to solve two major problems of education english. However, based on different cultural and educational history, I can not say all of the above approach will be useful to solve the problem but the concept of approaches that help educators to think about solutions and to confront the problem. For example, the strategy can inspire parents to practice the two languages ​​with their children without losing balance. Separating the time to speak different languages ​​can reduce the likelihood that children speak the "mixed" language. In addition, communication between teachers and parents will be easier. Even parents can not speak English well, parents need to learn communication skills parents need to observe the learning process of their children to achieve goals that make their children. About five questions of key importance, I consider it as a model of communication between parents and teachers. The parents can not speak English as well as their children but they need to know what principles can be teachers (schools) offer to their children about the English language education. Teachers can also take five questions to consult with parents in order to create a bilingual environment better.
Both teachers and parents need to consider the child's self-identity, self-esteem, school choice, and social factors when planning. parents can offer a special gift of their children, but the gift must be planned and presented with caution for it to be used well and appreciated.
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