Valerie Sun EdD Candidate Email valsungmailcom Twitter MlleValSunshine Bilingual Education in the US 1967 Sen Yarborough of Texas introduced a bill to help Spanish natives 1968 The Bilingual Education Act ID: 740269
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Slide1
The Various Models of Bilingual Education
Valerie Sun, Ed.D. Candidate
E-mail:
valsun@gmail.com
⇼ Twitter: @MlleValSunshineSlide2
Bilingual Education in the U.S.
1967: Sen. Yarborough of Texas introduced a bill to help Spanish natives
1968: The Bilingual Education Act
1974: Lau et al. v. Nichols et al.
2002: No Child Left Behind
Title VII was placed under Title III as English Language Acquisition, Language Enhancement, and Academic Achievement Act
(Stewner-Manzanares, 1988; NCLB, 2002)Slide3
Bilingual Education in California
1986: English Language Amendment
1998: Proposition 227 passed
English in Public Schools Statute
2012: CA State Seal of Biliteracy
2016: Proposition 58 passed
Education for a Global Economy (Ed.G.E) Initiative
Stewner-Manzanares, 1988; CDE, 2016)Slide4
Various Models of Bilingual Education
Transitional Bilingual Program
Maintenance Bilingual Program
Enrichment Bilingual Program
Heritage Language Program
Dual-Language Immersion
(Pacific Policy Research Center, 2010)Slide5
Dual-Language Immersion
One-Way Immersion
Teacher is the only target language model
Two-Way Immersion
Teacher and some students are target language models
Most effective when 50% of the students are native speakers of the target language and 50% are native English speakers
Most dual-immersion models are two-way immersion
(Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K.J., & Rogers, D., 2007)Slide6
Dual-Immersion 50:50 Model
Target language and English share an equal amount of instructional minutes from kindergarten to 6th grade
Students learn in the target language and English
Ideally, two teachers – one for each language
Various models available
Rollercoaster model
Side by side model
Daily or weekly exchanges
(Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K.J., & Rogers, D., 2007)Slide7
Dual-Immersion 90:10 Model
In kindergarten and first grade:
90% of the school day is in target language
10% of the school day is in English (speaking and listening)
Percentage of target language decreases by 10% every year thereafter
Formal instruction in reading and writing in English begins in 3
rd
grade
By 5
th
and 6
th
grade, students are instructed 50% in English and 50% in target language
(Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K.J., & Rogers, D., 2007)Slide8
Academic Achievement in Dual-Immersion
Both groups - 50:50 or 90:10 - demonstrate academic success in the instructional language and in English
Lindholm-Leary (2001) found 90:10 students to be more likely to be fully proficient in the instructional language. Christian et al. (1997) did not find a difference in proficiency or academic achievement between 90:10 or 50:50 models.
Program model needs to reflect the needs of the community
(Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K.J., & Rogers, D., 2007)Slide9
Thank you!
Valerie Sun, Ed.D. Candidate
E-mail:
valsun@gmail.com
⇼ Twitter: @MlleValSunshine