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Bilingual education
In bilingual education, students are taught in two (or more) languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.
Research regarding bilingual education has increased significantly since 2008 with translanguaging and culturally responsive pedagogies. New educational models focus on inclusivity for hard of hearing or deaf students with the integration of sign language bilingual education.
There are several different ways to categorize bilingual education models, one of the most common approaches being to separate programs by their end goal. This is the approach used below, though it is not the only possible approach. For a more comprehensive review of different approaches to bilingual education worldwide see bilingual education by country or region and intercultural bilingual education.
In a maintenance bilingual education program, the goal is for students to continue to learn about and in both languages for the majority of their education. Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language. Two common forms of maintenance bilingual education are two-way/dual language immersion and developmental (late-exit) bilingual education. Both programs are considered language immersion programs.
A program that utilizes two languages, known as a dual language program, typically places students in classrooms with a mixture of native speakers for each language. One popular approach to dual language programs is the 90/10 model, where in the early grades 90% of instruction is conducted in the student's native language and 10% is taught in their second language. As the student advances, this proportion changes until an equal amount of time is spent on both languages. Another model, the 50/50 model, starts with an even distribution of instruction time between the two languages right from the start of the student's education.
In a late exit or developmental program, students all have the same native language. They tend to follow the 90/10 model described above and gradually transition from a majority of instruction in their home language to a more balanced split between languages as they progress through primary school.
In a bimodal bilingual program, students are taught in two languages in two different modalities, typically a spoken/written language and a signed language. This type of program is common at schools serving deaf and hard of hearing students.
In transitional (early-exit) bilingual education programs, the goal is to provide education in a child's native language to ensure that students do not fall behind in content areas such as mathematics, science, and social studies while they are learning the new language. Unlike in maintenance bilingual education programs, when the child's second language proficiency is deemed satisfactory, they transition to using only that language. This approach is based on the common underlying proficiency model of bilingualism which posits that many of the skills learned in the native language can be transferred easily to the second language later. While the linguistic goal of such programs is to help students transition to mainstream, single language classrooms, the use of the student's primary language as a vehicle to develop literacy skills and acquire academic knowledge also prevents the degeneration of a child's native language. Transitional bilingual education is the most prominent special language program in the United States with around 60% of state and locally funded programs having this title. However, according to a study of educational effectiveness by educational social scientists, transitional bilingual education programs have the same or worse effect on English Language Learner students than other types of bilingual education that are prominent in Canada.
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Bilingual education
In bilingual education, students are taught in two (or more) languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.
Research regarding bilingual education has increased significantly since 2008 with translanguaging and culturally responsive pedagogies. New educational models focus on inclusivity for hard of hearing or deaf students with the integration of sign language bilingual education.
There are several different ways to categorize bilingual education models, one of the most common approaches being to separate programs by their end goal. This is the approach used below, though it is not the only possible approach. For a more comprehensive review of different approaches to bilingual education worldwide see bilingual education by country or region and intercultural bilingual education.
In a maintenance bilingual education program, the goal is for students to continue to learn about and in both languages for the majority of their education. Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language. Two common forms of maintenance bilingual education are two-way/dual language immersion and developmental (late-exit) bilingual education. Both programs are considered language immersion programs.
A program that utilizes two languages, known as a dual language program, typically places students in classrooms with a mixture of native speakers for each language. One popular approach to dual language programs is the 90/10 model, where in the early grades 90% of instruction is conducted in the student's native language and 10% is taught in their second language. As the student advances, this proportion changes until an equal amount of time is spent on both languages. Another model, the 50/50 model, starts with an even distribution of instruction time between the two languages right from the start of the student's education.
In a late exit or developmental program, students all have the same native language. They tend to follow the 90/10 model described above and gradually transition from a majority of instruction in their home language to a more balanced split between languages as they progress through primary school.
In a bimodal bilingual program, students are taught in two languages in two different modalities, typically a spoken/written language and a signed language. This type of program is common at schools serving deaf and hard of hearing students.
In transitional (early-exit) bilingual education programs, the goal is to provide education in a child's native language to ensure that students do not fall behind in content areas such as mathematics, science, and social studies while they are learning the new language. Unlike in maintenance bilingual education programs, when the child's second language proficiency is deemed satisfactory, they transition to using only that language. This approach is based on the common underlying proficiency model of bilingualism which posits that many of the skills learned in the native language can be transferred easily to the second language later. While the linguistic goal of such programs is to help students transition to mainstream, single language classrooms, the use of the student's primary language as a vehicle to develop literacy skills and acquire academic knowledge also prevents the degeneration of a child's native language. Transitional bilingual education is the most prominent special language program in the United States with around 60% of state and locally funded programs having this title. However, according to a study of educational effectiveness by educational social scientists, transitional bilingual education programs have the same or worse effect on English Language Learner students than other types of bilingual education that are prominent in Canada.