BEA STUDY CARDS

Question 1

-Early Exit
Groups students together by home language. They learn the English language together while receiving academic instruction in their home language. helps students transition to a monolingual English classroom setting once proficiency is reached.

Answer 1

Transitional Bilingual Education

Question 2

Seek to offer students the opportunity to become bilingual, obliterate, and bicultural while improving their academic ability. In the majority of DL programs, the students receive half of their instruction in their primary language and the remainder of instruction n the target language. Students learn to speak, read, and write in 2 languages, and also learn about other cultures while developing strong self-esteem and diverse language skills. Two types: One Way DLP and Two Way DLP

Answer 2

Dual Language Programs

Question 3

Students who come from the same primary or home language and/or background have the opportunity to be bilingual or multilingual. The teacher or teachers provide instruction in both English and the primary or home language simultaneously.

Answer 3

One-way Dual Language Program

Question 4

The educational programs that work to develop bilingualism, bi-literacy, and biculturalism in both ELL and native-English speaking students

Answer 4

Two-Way Dual Language Program

Question 5

Empasize English language acquisition. In an ENL program, language arts and content areas instruction are taught in English using specific ENL instructional strategies. Some content area classes are integrated ENL classes. Students receive core content area and English language development instruction, including the use of the home/primary language as support and appropriate ELL instructional supports to enrich comprehension. Mixed group of home languages.

Answer 5

English as a New Language (ENL=ESL)

Question 6

An instructional approach used to make academic instruction in English understandable to ELL students. Teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in math, science, social studies, and other subjects. Used with Early-Exit, Late-Exit, Dual Immersion, and Newcomer Programs

Answer 6

Sheltered English Instruction

Question 7

English only program–sink or swim. Little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English Immersion Program.

Answer 7

Submersion Program

Question 8

The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students’ primary language.

Answer 8

Structured English Immersion Program

Question 9

Late exit bilingual ed. A program that uses two languages, the student’s primary language and English, as a means of instruction. The instruction builds upon the student’s primary language skills and develops and expands the English language skills of each student to enable him/her to achieve proficiency in both languages, while providing access to the content areas.

Answer 9

Maintenance Bilingual Education

Question 10

• Two way BE (Dual Lang)
• Late Exit BE + Content ESL (Developmental)
• Early Exit BE + Content ESL (Transitional)

Answer 10

Most effective bilingual ed models

Question 11

• ESL through Academic Content (Sheltered)

- ESL Pullout

Answer 11

Least Effective Bilingual Ed Models

Question 12

Middle and high school aged immigrant students with limited proficiency in English who may have limited prior experience with schooling and/or need assistance in filling the gaps preparing them to participate in mainstream classrooms. Uses sheltered instruction.

Answer 12

newcomer

Question 13

Research and theory consistently support the benefits of teaching children to read and write in their primary language first, bc it is easier to read and write in a language you already know, and literacy skills transfer from primary language to English as English language proficiency develops.

Answer 13

Research and Theory

Question 14

Promotes a person to learn another language in addition to his/her native language. Additive bilingualism is linked to high self-esteem, increased cognitive flexibility, and higher levels of proficiency in L2.

Answer 14

Additive Bilingualism

Question 15

Late exit. keep L1 while learning L2 for students to be able to function academically and socially. Uses students L1 to teach content and literacy for a large percentage of the day and reduces the amount over the grade levels while increasing content and literacy instruction in English. Uses sheltered instruction and ELD.

Answer 15

Developmental Bilingual Education

Question 16

Typically bilingually schooled students who are achieving on grade level in L1, from 4-7 years to make it to the 50th NCE in L2. It takes the typical young immigrant schooled in L2 in the U.S. 7-10 years or more to reach the 50th NCE, and the majority do not ever make it to the 50th NCE unless they receive support for L1 academic and cog development at home.

Answer 16

How long does it take for bilingually schooled students to catch up to a native English student?

Question 17

Bilingual programs that provide initial instruction in DLL’s native language in order to develop their English skills are considered subtractive in that they are not designed to support or enhance DLL’s first language abilities.

Answer 17

Subtractive bilingual program models