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by vanessa robinson jessica veazie emily nicholson angie grizzle bruce beattie daytona beach news-journal

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program goals bilingualism · high levels of proficiency in english and a second language speaking biliteracy · high levels of academic proficiency in english and a second language reading and writing multicultural competence · understanding of different cultures and development of high self esteem

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program types esl pullout traditional instruction subtractive pulled out of mainstream classroom for esl support teaches basic vocabulary and grammar does not tie in to class content study in english only lose their native abilities one of the most expensive programs i.e pay for additional teacher least effective of esl programs but used the most esl pullout/pull-in content instruction subtractive pulled from class or an esl instructor goes into mainstream class what esl students study is connected to class content strategies are used to make class content comprehensible better than traditional pullout but still has low graduation rate

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program types early-exit bilingual education subtractive most widely implemented of all bilingual models prepared to transition to all-english classrooms within 3 years of beginning school as non-english speakers provide students with understandable instruction in first language until developed enough in english proficiency first language serves as a bridge this program appeals to those who want to see children in allenglish as soon as possible english conversational proficiency is developed first in students instructors see this as a sign for readiness for all english instruction however they aren t really ready because they have not fully developed english literacy students usually lose their first language proficiency in the long run high school students score low on reading tests

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program types late-exit bilingual program additive receive instruction in first language through at least 6th grade english taught through academic content only ells in class students score better than early exit/english only students are segregated from native speakers program less implemented than others seen as remedial dual immersion additive ells and native speakers of english learn language through classroom content in both english and a second language best outcome for ells these students outperform native speakers in reading tests.

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program outcomes

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our opinion dual immersion is our preferred bilingual education program and it should be the chosen program in all schools with ells it promotes an environment that is supportive in a student s individual and cultural needs through research bilingual programs were the only ones to be shown to increase english proficiency through high school ells in dual immersion programs even far surpass native english speaker proficiency near the end bilingual education allows them to speak in their primary language and provides an environment where they feel welcome and accepted all the while learning important new language and content this helps them achieve their optimal potential for academic success.

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references freeman d e freeman y s 2011 between worlds access to second language acquisition portsmouth heinemann thomas w collier v p 2012 may 17 two-way bilingual immersion improving educational opportunities for all students retrieved from california department of education www.cde.ca.gov/sp/el/ip/documents/twbi.ppt

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