Chapter 7

Chapter 7 has really made me contemplate the realistic issues with bilingual education. I for one am a proponent of bilingual education but Williams brings up a good issue with areas that contains students from dozens upon dozens of different backgrounds with different languages. In order to effectively create programs with bilingual education then you would in theory need teachers that spoke (or understood the basis of) a variety of all the different languages of their students. In theory it works well but in reality its dang near impossible.
But in any event I come to question when it is the most appropriate time and balance to emphasize standard English and an individuals own unique vernacular. I do not plan on being an elementary or middle school teacher, so this question is more of a curiosity - but how do you balance both standard English and cultural vernacular (and code-switching) when the students are very young. I find that teaching and tutoring non mainstream students in high-school and higher education institution is easier as they can be reasoned with and can be taught the important usages of all vernaculars; but how do you try to teach an eight year old that speaks mostly Spanish at home without damaging their well being...