Bilingual Education Models/Programs Flashcards
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.
Transitional Bilingual Education
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 in 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
Dual Language Programs
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.
One-way Dual Language Program
The educational programs that work to develop bilingualism, bi-literacy, and biculturalism in both ELL and native-English speaking students
Two-Way Dual Language Program
Emphasize 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.
English as a New Language (ENL=ESL)
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
Sheltered English Instruction
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.
Submersion Program
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.
Structured English Immersion Program
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.
Maintenance Bilingual Education
- Two way BE (Dual Lang)
- Late Exit BE + Content ESL (Developmental)
- Early Exit BE + Content ESL (Transitional)
Most effective bilingual ed models
- ESL through Academic Content (Sheltered)
- ESL Pullout
Least Effective Bilingual Ed Models
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.
Newcomer
Research and theory consistently support the benefits of teaching children to read and write in their primary language first, because 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.
Research and Theory
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.
Additive Bilingualism
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.
Developmental Bilingual Education
