Bilingual Education Programmes

Bilingual Education Programmes

1. Common Academic Goal

   • To ensure bilingual students meet the expectations set by the grade-level content area standars

2. Heritage Language program

   • Also known as community language programs, foreign language programs for native speakers
   • Different programs
     • In-school
     • Afterschool
       • Where a language minority students have an opportunity to learn their “native” or “heritage” language.
     • weekend programs
   • Target population
     • Heritage language speakers (ELs or non-ELs) who have varying levels of proficiency in their heritage language
   • Language goals
     • Learn about the culture to improve in the language, literacy in that language
   • Academic goals
     • Learning the native language and be prepared to fulfill societal needs requiring citizens with bilingual skills
   • Culture goal
     • Cross-cultural communication skills
     • Biculturalism
   • Instruction
     • The heritage language is taught as a separate subject in school, between 1 and 5 or more hours per week; out-of-school programs and foreign language courses designed for native speakers at the college/university level are also offered.
   • Heritage Language in different countries

3. Dual Language Education

   • Two-Way Dual Language Education
     • Also called two-way immersion, dual language immersion or just dual language education
     • Less common than transitional bilingual education early-exit models
     • Target population
       • Even numbers of English learners and English proficient students
     • Language goals
     • Academic goals
       • To be prepared to fulfill societal needs requiring citizens with bilingual skills
     • Culture goals
       • Biculturalism, cross-cultural understanding, cultural pluralism
     • Instruction
       • 50/50 model: 50% in the L1 of the English learners and 50% in English in all grade levels
       • 80/20 model Begins with 80% in the L1 of the English learners and 20% in English
         • Instruction events out gradually to 50/50 as students move up in grades
       • 90/10 model: Begins with 90% in the L1 of the English learners and 10% in English
   • One-Way Dual Language Education
     • Also called one-way immersion, one-way dual language immersion or just one-way dual language education
     • English learners only

4. Bilingual Immersion Program

   • Also called immersion program
   • Target population
     • English learners or non-ELs who have little or no proficiency in the target language or English speakers who want to learn a world language
       • e.g. Native American students, Hawaiian students
   • Language goals
     • No acculturation
   • Academic goals
   • Culture goals
     • Cross-cultural understanding and communication skills
   • Instruction
     • At first, 90% to 100% in the non-English language for the first year or 2 of the program

5. Transitional Bilingual Education

   • Also called early-exit
   • It is the most common type in the USA, Canada and Australia
   • Language goal
     • To learn English as quickly as possible
   • Target population
     • English learners who speak the same language
   • Academic goal
     • Transition to the mainstream (English-only) classroom as soon as possible
   • Culture goals
     • Acculturation or assimilation to the mainstream culture
   • Instruction
     • At first, 90% in students’ L1 and 10% in English, but then instruction in L1 decreases quickly, and students are moved to sheltered instruction as they move up in grade level
   • Problem
     • Educational Colonization

6. Developmental Bilingual Education

   • Target population
   • Also called maintenance or late-exit
   • Less common than transitional bilingual education early-exit models
   • Language goals
     • Bilingualism and biliteracy
   • Academic goals
     • Students must be prepared to fulfill societal needs
     • Meet grade-level content-area standards
   • Culture goals
     • Biculturalism
   • Instruction
     • At first, 90% in students’ L1 and 10% in English through sheltered instruction, but then instruction in L1 decreases slowly and sheltered instruction increases as students move up in grades.
       • Instruction continues in both languages until the end of the program.

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