1. 1. It is an instruction in two languages and the use of those two languages as mediums of instruction for any part, or all, of the school curriculum. -(Andersson, Boyer, & Southwest Educational Development Laboratory, 1970). Bilingual Education Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines - A bilingual program must provide both content and delivery in two languages.
2. 2. Model of Bilingual Curriculum 1. Transitional (Subtractive/Weak) The aim is monolingualism. Instruction in the students L1 is temporary because the aim is to leave that behind and teach only using L2. The dominant culture and identity is affirmed. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Model of BC 1. Transitional
3. 3. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Model of Bilingual Curriculum 2. Maintenance (Additive/Moderately strong) The aim is bilingualism and biliteracy, albeit somewhat limited. The students L1 is maintained so that it can become the basis for L2 learning, but the L1 is not developed or extended. The students culture and identity is affirmed. Model of BC 1. Transitional 2. Maintenance
4. 4. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Model of Bilingual Curriculum 4.Enrichment (Additive/Strong) The aim is bilingualism and biliteracy as well as extension of the minority language and culture into the community and nationally. Model of BC 1. Transitional 2. Maintenance 3. Enrichment
5. 5. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Model of Bilingual Curriculum 4. Heritage (Additive/Strong) The aim is rejuvenation of an indigenous language. The aim is usually bilingualism and biliteracy, although the heritage language can take priority. Model of BC 1. Transitional 2. Maintenance 3. Enrichment 4. Heritage
6. 6. Model of Bilingual Curriculum - the beginning of speech comprehension is traced from the womb - Steinberg, Nagata and Aline (2001) - it can occur in individuals once they can establish communication occurrence in terms of meaning making - thought is the foundation of language - being able to produce speech is not the only way of measuring language acquisition. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
7. 7. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Pedagogy California has a 90/10 immersion structure whereby 90% of courses are taught using the minority language and 10% of courses are taught using the majority language (in the case of California this would be 90% Spanish and 10% English). Other bilingual programs may be structured using the 50/50 immersion method. In general, a 100% two-way immersion bilingual program can be found in early elementary and a graduated rate of immersion is common between 100% and towards 50/50 as the students enter their teenage years.
8. 8. Pedagogy The Oyster school in Washington D.C. - (pedagogical equity) a 50/50 balance of majority (dominant) language students and minority language students in this case, 50% English and 50% Spanish. Every classroom must have one native Spanish- speaking teacher and one native English-speaking teacher. This method enables a balanced approach to sharing between learners. Classroom content is either English-only or Spanish-only and students are expected to assist and learn from one another. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
9. 9. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success - General Criteria for Success in Bilingual Curriculum 1. Programs should provide a minimum of 4 to 6 years of bilingual instruction to participating students. 2. The focus of instruction should be the same core academic curriculum that students in other programs experience. 3. Optimal language input (input that is comprehensible, interesting, and of sufficient quantity) as well as opportunities for output should be provided to students, including quality language arts instruction in both languages.
10. 10. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
11. 11. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
12. 12. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
13. 13. Standard II. The bilingual education teacher has knowledge of the foundations of bilingual education and the concepts of bilingualism and biculturalism. BILINGUAL EDUCATION STANDARDS Standard I. The bilingual education teacher has communicative competence and academic language proficiency in the first language (L1) and in the second language (L2).
14. 14. Standard IV. The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language. BILINGUAL EDUCATION STANDARDS Standard III. The bilingual education teacher knows the process of first- and second-language acquisition and development.
15. 15. Standard VI. The bilingual education teacher has a comprehensive knowledge of content-area instruction in L1 and L2. BILINGUAL EDUCATION STANDARDS Standard V. The bilingual education teacher has a comprehensive knowledge of the development and assessment of biliteracy.
16. 16. Complementary Discussions Different Forms of Psycholinguistic Inquiry
17. 17. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
18. 18. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
19. 19. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
20. 20. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
21. 21. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
22. 22. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
23. 23. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
24. 24. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
25. 25. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
26. 26. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
27. 27. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
28. 28. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
29. 29. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
30. 30. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
31. 31. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
32. 32. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
33. 33. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
34. 34. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
35. 35. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
36. 36. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
37. 37. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
38. 38. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
39. 39. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
40. 40. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
41. 41. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
42. 42. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
43. 43. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
44. 44. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
45. 45. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
46. 46. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
47. 47. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
48. 48. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines
49. 49. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines Planning of Success 7. Positive interactions among students should be facilitated by the use of strategies such as cooperative learning. 8. Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration.
50. 50. Planning of Success 4. The target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades), and English should be used at least 10% of the time. 5. The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency. 6. Classrooms should include a balance of students from the target language and English backgrounds who participate in instructional activities together. Other forms of Bilingual and Multilingual Education: Its Implementing Guidelines