Bilingual Education vs English Immersion Programs :: essays research papers

Bilingual Education vs English Immersion Programs Bilingual Education is defined as any schoolhouse program that uses two languages. In a more theoretical sense it is any educational program whose ultimate conclusion is for the participants to be fully knowledgeable in all facets of both languages (i.e., able to listen, speak , read, and write in both languages). The definition of a coordinated, developmental bilingual approach has emphasized the goal of being equally fluid in both languages. Realistically, this has not been the goal for most K-12 bilingual schools in the joined States. More commonly in the United States we argon using the words bilingual program to describe a program that will provide literacy and content in the primary language, while build English fluency, to the point where all argument will occur in English. These programs argon label passageal bilingual programs as their ultimate goal is to transition all students into an English only learning arena. One of the down sides of these programs is that they are not maintenance (development)bilingual programs which are designed to preserve and develop students primary language while they arrive at English as a second language. Bilingual Program Models All bilingual program models use the students family language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students home language. Early-exit bilingual programs are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students first language, primarily for the introduction of reading, but also for clarification. teaching method in the first language is phased out rapidly, wi th most students mainstreamed by the end of first or second grade. The choice of an early-exit model may job community or parental preference, or it may be the only bilingual program option available in districts with a limited number of bilingual teachers. Late-exit programs differ from early-exit programs primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Ramirez, Yuen, & Ramey, 1991). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.