English as a Second Language
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ESL students are placed in regular submersion instruction for most of the day. During part of the day, however, these students receive extra instruction in English. This extra help is based on a special curriculum designed to teach English as a second language. L1 [the native language] may or may not be used in conjunction with ESL instruction."
http://www.pbs.org/kcet/publicschool/index.html
http://www.pbs.org/kcet/publicschool/index.html
Full Immersion
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Language immersion is an approach to foreign language instruction in which the usual curricular activities are conducted in a foreign language. This means that the new language is the medium of instruction as well as the object of instruction. Immersion students acquire the necessary language skills to understand and communicate about the subject matter set out in the school's program of instruction. They follow the same curricula, and in some instances, use the same materials (translated into the target language) as those used in the non-immersion schools of their district.
Submersion
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Language minority students are placed in an ordinary classroom where English is spoken. There is no special program to help them overcome the language problem. Submersion is aptly described as sink or swim'. The minority home language (L1) is not used at all in the classroom. In Lau v. Nichols the Supreme Court found that the submersion approach violated the civil rights of language-minority students and that schools had to make an extra effort to help overcome the language problems of these students.
Partial Immersion
Partial Immersion teaching methods cover a mid range of bilingual education choices. The main decision to be made is how much time to devote to teaching in the target language. content is delieverd in the target language and in english, and students become bilingual, biliterate, and bicultural. they are academically proficient in both languages though not as fluent in the target language as a full Immersion program student.
http://www.cde.ca.gov/sp/el/ip/faq.asp
Dual Language
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Dual language Bilingual programs are designed to create fully bilingual students. The goal is produce english Learners who are fully proficient in english, and also retain their fluency in their native language. Acquiring english proficiency is not the sole objective, The goal is to produce truly bilingual adults who are completely literate in two languages. Dual language programs of long duration's, usally five years to eight years or more. many dual languages programs are maintained throughout the student's entire education from grade k through 12. In dual language programs students are usally taught in their native language 70% of the time in their school years. early Instruction time in the native language is kept at a high level while students learns to read and master all the other basic academic skills. The amount of native language instruction time is gradually reduced over ther years, until the students is taught 90% to 100% of the time in the target language, usually occuring in the middle sometime school or high school. One way Dual language Bilingual programs are structured to serve classes with a disproportionately large number of english learners who want to be proficient in english and still reatain fluencey in their native language.
Maintenance
Maintenance Bilingual programs include dual language instruction but also add elements of each group's culture part of the education. Maintenance Bilingual programs are considered "Enrichment" models that encourage fluent bilingualism and biculturalism. education is continuously pursued in both language all subjects. The goal of maintencance programs is to preserve and enhance a student's skills in their native language while they acquire a second language.
Transitional Bilingual Education
Transitonal Bilingual Education programs, or TBE programs, have their sole goal proficiency in the target language Usally English. Retention of the native language is not a goal. TBE programs do not strive to produce bilingual students. TBE programs are usally short term in nature, lasting any where from one to two years. Instruction time in the native language is reduced to zero over the course of the short program. the child is provided a portion of instruction in his/her native language to keep them up in school subjects, while they study English in programs desighned for english learners. The goal of all TBE programs is english proficiency as soon as possible. most research suggest TBE programs are associated with lower levels of academic achivement.http://www.isbe.net/certification/html/tbc.htm
Early Exit
Tranitional Bilingual Education programs attempt to transition the sudents to an English only classroom as soon as possible. Early exit TBE programs provide native language instruction for a portion of the day for usually one to two years. Native language instruction is gradually reduced throughout the program. Early exit TBE programs associated with low academic achievment in both the native language and the target language by many reasearchers and bilingual academics.
Late Exit
late Exit transitional Bilingual education programs typically last three years. the student is provided with native language instruction in the beginning of the program but native language insturctuon is eliminated in favor of 100% target language (usually english) instruction by the end of year three. Late Exit TBE programs have been associated with low academic achievment scores in both the native and target languages by many researchers and bilingual academics.
Culturally Relevant, Pedagogy
or CRP, is a method of teaching that emphasizes the value of each students's culture. Teachers focus on incorporating the educational norms of each student's culture, encouraging the students to bring their culturally Relevant pedagogy programs is encouraging cross cultural learning and developing sensitivity to racial and other ethnic differences. CRP programs are common in ethnically diverse classrooms but can be used in any classroom with students from at least two different cultural backgrounds.
http://www.isbe.net/bilingual/htmls/access_screening.htm
Transitional Bilingual Education offered in the state of illinois
programs offered in the state of illinoi if a class has 20 or more students who are english learners than the school district must provide a bilingual program. if there are less than 20 english learners in the class than the school district must offer some type of bilingual instruction in the childs native language. the most common TBE program offered in the state of i]Illinois is a three year bilingual program. Students are instructured in their native language at first and gradualy then transition to english only instruction over a three year period the students is expected to be english proficient and be in an english only classroom by the begginging of their fourth year.
NCLB Title 3
title 3 of the No child left behind Act of 2001 ties bilingual nation finding to an english Learners performance on standared achievement test that measure english proficiency. school districts with high scores on the english proficiency test recieve more funding for their bilingual programs. school districts with low english proficency test scores recieve less bilingual education fundings.
http://www.youtube.com/watch?v=f1iKugDxFoU
lick here to edit.
James Crawford
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James Crawford is a leading bilingual educator and strong advocate for bilingual education. Crawford has written numerous books on the leading issues in bilingual education. Crawford is the president of diversity learning from k through 12. a consulting and professional development group devoted to bilingual education. He was the president of the National Association for Bilingual education from 2004 to 2006. Crawford consistently advocates the need for national biligual education policy that promotes effective biligual education. The United States has never had a language policy, consciously planned and national in scope. It has had language policies and hoc respons to immediate needs or political and inadequate to cope with changing times. Crawford also lectures and writes on what he believes to be the failure of The no child left behind act. He believes this Act effectivly dismantiels bilingual education in the United States by switching the focus of an english learners education to being only English proficient with no effort made in retaining the child's native language.
http://www.languagepolicy.net/index.html
http://www.languagepolicy.net/index.html
Ron Unz-California Proposition 227
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Ron Unz was a multi-millionaire who promoted the California Proposition 227.
Proposition 227 ended bilingual education programs throughout California, which were substituted with English-only instruction programs.
He felt that children were staying too long in bilingual programs, and blamed ineffective bilingual education programs for failing to teach students English.
Proposition 227 ended bilingual education programs throughout California, which were substituted with English-only instruction programs.
He felt that children were staying too long in bilingual programs, and blamed ineffective bilingual education programs for failing to teach students English.