Transcript Slide 1

What is
Bilingual Education?
• An educational approach that involves the
use of two languages of instruction;
• In the USA, bilingual education assumes use
of English and another language for
instruction, regardless of the amount of
native language instruction, which sometimes
may be used up to 90% of the curriculum.
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Thus,
• “Programs that do not provide
significant amounts of instruction in
the primary language and
development of literacy LA in that
language are not included under the
rubric of BE.
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ESL: English as a Second Language
Development of literacy in English, that is,
learning the fours skills: reading, writing,
speaking and listening in English.
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Rationale for Bilingual Education
Developing ELL’s (English language learner’s) nativelanguage skills leads to higher levels of academic
achievement and linguistic competency.
If one learns to read and write in the first language, one may
learn to read and write in general. That ability is transferred
to the second language.
It does not make sense to learn content in a language that we
do not understand.
Academic knowledge acquired through the first language
transfers to the second language.
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Bilingual:
• Individual or person who has ageappropriate language skills in two
languages (Celce-Murcia, 2000).
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Population served by
BE programs:
• Any type of students: English speakers,
international, immigrant children, language
minority;
• Classrooms may be composed entirely of
ELLs or they may include native English
speakers who are learning Spanish,
Chinese, Navajo, or some other language.
•
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Language Used:
• Native language (heritage language) and
the second language. (the majority
language);
• Use of languages vary –amount and on
how many years program uses language
instruction.
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BE Program Models:
• Additive program, maintenance models.
• Transitional, developmental, or two-way
bilingual education;
• 50/50, 90/10, 80/20, 10/90 depending on
amount of language instruction;
• transition to the all-English mainstream is
rapid (one to three years) or gradual (five
to six years).
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BE Goals:
•
•
•
•
Learning English;
Fostering academic achievement;
Acculturating immigrants to a new society;
Preserving minority groups; linguistic and
cultural heritage;
• Enabling English speakers to learn a
second language;
• Developing national language resources;
Or a combination of the above
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Relashionship between ESL and
Bilingual Education
• All BE models feature some form of ESL
instruction:
– sheltered instruction/content-based ESL to
teach the language through academic
content;
– direct English instruction;
• English-only programs such as English
immersion do not meet the definition of
BE;
• ESL should be part of any bilingual
program in an English-speaking context.
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Language Minority
• In the US, individuals living in households in
which a language other than English is spoken.
A language-minority child may be bilingual
(biliterate in two languages), limited-English
proficient (LEP) or English monolingual (LessonHurley, 1991)
– Dominant language is the language with which the
speaker has greater proficiency and-or uses more often
(Baker, 1993).
– Native Language is the primary or first language spoken
by an individual.
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Immigrant:
• ‘Immigrant children and youth’ is defined
as, “individuals who are aged 3 through 21;
were not born in any state; and have not
been attending one or more schools in any
one or more states for more than 3 full
academic years. (See P.L. 107-110 Title III,
Part C, § 3301(6).)
Federal definition of immigrant, under the NCLB act , used for
PEIMS reporting purposes (E0797 IMMIGRANT-INDICATOR-
Immigrant:
• Any Limited English Proficient (LEP)
student who has resided outside the fifty
United States for at least two consecutive
years and who may qualify for exemption
from the State Assessment if additional
criteria as specified on the LPAC DecisionMaking Procedural Manual are met.
STUDENT ASSESSMENT DEFINITION For the sole purpose of the
statewide Texas Assessment of Knowledge and Skills (TAKS).
Texas Education Agency, LPAC Decision-Making Procedural
Manual, Fall 2002). 19 TAC §101.1005, 101.1007, 101.1009 .
• LEP: Limited English Proficient Student—the
term used by the federal government, most
states, and local school districts to identify those
students who have insufficient English to succeed
in English-only classrooms (Lessow-Hurley, 1991).
• A limited-English-proficient student is an
individual, age 3 to 21, who is enrolled (or about to
enroll) in a U.S. elementary or secondary school
and meets these two requirements.
– 1. Belongs to one of the following categories:
• • Was not born in the United States or speaks a native
language other than English;
• • Is a Native American, Alaska Native, or native resident of
outlying areas and comes from an environment where a
language other than English has had a significant impact on
the individual’s level of English language proficiency; or
• • Is migratory, speaks a native language other than English,
and comes from an environment where a language other than
English is dominant.
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2. An LEP student may be unable,
because of difficulties in speaking,
reading, writing, or understanding the
English language, to:
• Score at the proficient level on state
assessments of academic achievement
• Learn successfully in classrooms where the
language of instruction is English;
• or participate fully in society
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