RUNNING HEAD: Bilingual Education Models

Bilingual Education Models

Arturo Navarro

Survey of Bilingual Issues

Instructor: Elaine Giron

July 1, 2008
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In this assignment we were tasked to discuss the characteristics, goals, limitations, and

research findings for the following Program Models. I focused my main search using the

Crawford and Lessow-Hurley textbooks.

Transitional Bilingual

This program includes the development of student proficiency in English. Its focus is to

help children keep up academically, while moving them forward as expeditiously as possible into

the English mainstream. (Crawford 43) and to assimilate children into an English-dominant

society by steadily reducing their reliance on their mother tongue. It limitations include the fact

that students are expected to complete the program in three years, the fostering of subtractive

bilingualism, that it is compensatory and does not include monolingual English community, the

assessment is measure in face to face language skills with the students, and that it carries an

unrealistic expectation of children to master a second language in three years.

One Way Immersion

In the context of the Crawford book, it states that it has to do less with teaching than with

forcing learners to adapt to harsh circumstances. This government policy of linguistic

assimilation became an act of coercion. However Lessow-Hurley states that these programs with

no primary language support “showed no decrease in reading and math achievement by grade 5

when compared to other students”. Those others are those students who participated in programs

with primary language support.

Two Way Immersion

This is a less brutal program than one-way immersion. The second language used can be

used as a flotation device that can make school subjects comprehensible. It combines additive

bilingual instruction for English learners with immersion instruction for monolingual students.

The two variations of two-way bilingual education are the 50/50 model, which teachers both

languages using more or less equal amounts of English and the home language. The 90/10 model
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begins with 90% of the instruction given in the first language in the early years of instruction and

gradually phase in English as they progress. The primary language is used as instructional

support until the student can reach a proficient level in English. Students of different

backgrounds learn from each other so it promotes additive bilingualism for all students involved

because it allows them an opportunity to interact with each other and thus allow students to

become literate in each other’s language. One limitation though is that native speakers of

different languages are mixed in the same classroom and as a result it becomes difficult to make

language instruction comprehensible for both groups at the same time. However, some key

factors also include, the participation of the students for six years, a balance ratio of students, and

the emphasis on minority language in the early years, and a strong relationship with the parents.

This program may prove to be more effective than DBE or immersion alone although a

more scientific study is needed. However, it does allow the student to achieve high levels of

academic competence in their subject areas and allows them to appreciate and respect each

other’s culture.

Maintenance Bilingual

Program is designed to so that English learners to maintain and develop their first

language while learning English by providing dual language instruction for all students (Lessow-

Hurley). Its limitations include the lack of qualified staff, constant pressure to meet the needs of

increasing numbers of non-English speakers, and the lack of community support and support due

to understanding.

Dual Immersion

Dual immersion programs fall under the umbrella of Two-Way Bilingual education. More

political than educational and its purpose is primarily to persuade the public that the student is

benefiting from learning two languages. With the elimination of the word Bilingual it creates a

sense that minority students are not noticed in its application. In addition, it helps counteract

negative perceptions from English only activist. Its objective is the implementation of all
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curricular areas taught in a second language. Key characteristics are the grouping of

homogeneous and second language learners, teachers speaks the student’s language, children are

not expected to learn the language immediately, first language support is offered for academic

subjects. Results include higher levels of proficiency, the attainment of native-like receptive

skills in the second language, and a heightened sensitivity to social and cultural aspects of the

second language.

Conclusion

As the Crawford text states: “effective programs must have enthusiastic leaders who are

committed to supporting dedicated, qualified teachers”. They must provide a supportive climate

and instructional programs that is both accessible and challenging” and overall, include the

support of the family and community (Lessow-Hurley). As educators we have to advocate for

fairness and what is for the best interest of the students and their community. It is important that

we advocate the growth and understanding of different cultures found within our respected

communities. As educators, our mindset must change as well. Historically, we have been taught

that there is only one way to learn. We lecture and students take notes. Our job though is to help

students understand the best way we can. As Crawford stated, “no two children start out at the

same level, have the same aptitudes, use the same learning strategies, experience the same

influences outside of school, and progress at the same rates. Although it should be considered

common knowledge, policy makers do not seem to understand (more discussion to come next in

our next assignment).

Work Cited

Crawford, James: Educating English Learners; Language Diversity in the Classroom,

5th edition. Los Angeles, Bilingual Education Services. 2004.

English Language Art/English Language Development Framework for California Public Schools

Kindergarten Through Grade 12. California Department of Education. 2014

Lessow-Hurley, Judith: The Foundations of Dual Language Instruction, 6th edition.

Pearson. 2012.