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90/10 versus 50/50
My other post focuses mostly on standardized testing, so I want to add a second post that is more on topic to the question above. Both models have strengths and weaknesses and a lot of research still needs to be done. A lot of people say that the 90/10 model is better than the 50/50 model since it makes better use of cross-language and trans-linguistic theories so that the language being learned at 90% can be used as a resource for gaining literacy in the second language, as its use increases. However, I honestly believe that determining which model is best should be done on a case-by case basis. Some students, because of their individual funds of knowledge and personal background will be better suited for a 50/50 program - especially if they come from a bilingual home), while others will be better suited for a 90/10 program (for example, English-Language Learners and Spanish-Language Learners). Eventually, I suspect that the "research" being done on the two models will eventually suggest that one model is better than the other, but I still believe that determining which model is better (90/10 vs 50/50) will ultimately deal more with a student's individual circumstances rather than what the research will say is "best' for all students in general.

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Honestly, I had no idea there were two schools of thought when it came to DLI - One that supports a 90/10 and the other that supports a 50/50. Nor did I appreciate all the thinking behind each model. What I do appreciate about the 90/10 model that students can have a single teacher in the early primary grades. When I think about having my own classroom, I imagine having my own group of kids the whole day in one place and  being  the primary adult in their school life. And I worry about co-teaching and the difficulties of that as an early career teacher.

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Both models have their benefits and drawbacks however there is not enough research to determine which model is the best. I'm curious to see what the results are in the future. I believe it depends on the student and their prior knowledge with both languages.

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I think that both models can be beneficial depending of the students. As we mentioned in the class discussion I think there is still not enough research to determine which model is best for students. They are obviously both completely different, but have their benefits. I do however think that the 50/50 model is better just because students are having the opportunity to learn the language 50/50 rather than focusing on one language more than the other. I also think that some students might enjoy one language more than the other so this also gives them the opportunity to do that. Overall this class discussion did help me understand the models and their benefits!

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The models influence the k-6 classrooms in their different aways of teaching both languages. Both models have their benefits and their drawbacks. I personally was on a 50/50 model as well as my daughters now at Lafayette and teachers worked together to make sure their students are successful in both languages.

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We have learned that both models are beneficial, but which one is more? I think that would depend on the students, and the language spoken at home. It is also important for the teacher to be proficient in both languages.

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I personally have not experienced any of these models and there is still more research to be done to see which one is more beneficial.  The 90/10 model would be beneficial so that students will be able to learn in small segments rather than all at once. The 50/50 model influences instruction by teaching in both language rather than one dominant language and equals over time. I think both models can greatly influence students in K-6 depending on the learning style the teachers and parents want for their child. I feel 50/50 would be beneficial to be able to learn both languages simultaneously. I feel ELL's would be able to benefit from learning English without feeling lost and English speakers to be able to learn  a second language without feeling lost.

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I learned that both 90/10 and 50/50 models have their benefits and drawbacks. Personally I feel that the 50/50 model would be best because they can build off the second language by learning and understanding it with their native language. However, I can understand how it can come as a shock to students and 90/10 can be used to slowly allow students to be immersed in both languages.

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There is still research to be done to determine if either the 90/10 model or the 50/50 model is better, but we do know that there are benefits and drawbacks to both. As of right now, I think that the 90/10 model is more beneficial in gradually immersing students to both languages.

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These two models are beneficial for the students. Now, as a language teacher I have learned that the more we speak and create activities in which students interact in the target language, the faster the students acquire the language. So if we are focusing on one language the best model is 90/10. On the other hand, if the goal is for students to become proficiency in both languages, Spanish and English then the model 50/50 is the more convenience.

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These models are different in their approach to teaching in bilingual classrooms. After our discussion I realized that the students needs have to be met but each program works differently. The 90/10 model and 50/50 model would change the instruction of a k-6 classroom completely. Based on which model is used the instruction will be different in K-6 classrooms. For example a student that is succeeding in a 90/10 program cannot be placed into a 50/50 program and be expected to succeed.

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Multiple programs for bilingual education

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Multiple programs for bilingual education

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I was intrigued to learn about the competing models of 90/10 vs 50/50 instruction for bilingual education. The 50-50 definitely promotes biliteracy from a young age in multiple languages, which could be really helpful for program justification, for convincing parents to enroll their students, and for test scores late in elementary school. However, the 90-10 program seems more targeted at developing fluency in another non-home language, and might be easier for schools to navigate logistically in terms of finding teachers to meet the needs of a wider variety of students.

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I agree that there is not enough information or research about both 90/10 or 50/50, but I believe that we can all take in to account that both could influence our students in different ways. Each of course have their pros and cons, but in the end, they both have a good end goal which is having our student speak both English and Spanish fluently. If anything, something that we would really need to look into more is the teachers that are working together to have them both be on the same page so that the students don't fall behind.

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Personally, I have experienced the 90/10 model and I really enjoyed it. But it is true that there are some issues with this model such as low testing scores. The 50/50 model sounds more benefitial and it requires specific and well prepared methods of instructions.

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Both models have their drawbacks and advantages. However, I do think that each model requires very specific methods of instruction, and if planned well, each can work depending on 1)the students 2)how it is executed. These two models can influence how much a student understands or doesn't understand from one language.

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Both the 90/10 and 50/50 models have benefits and drawbacks. There is not enough research to determine which model is the best. Both models determine the organization of the classroom as when as the curriculum. The 90/10 model is where the partner language is used more than english. In a 50/50 model, instruction is given equally in both languages. Both models have excellent results when used properly. I do believe that depending on how a child is being exposed to a secondary language at home determines which model would best benefit them.

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This weeks reading introduced us to different models for literacy instruction. Each program has both benefits and challenges to it. I was in a 50/50 model and I had a positive experiences because I was able to improve my skills in bot languages at the same time. However, I can see that this type of model requires more work for the teacher because they have to focus on the needs of students in both languages. The 90/10 model allows for students to focus on their native language first before going into English. However, this can sometimes cause for their English scores in standardized test to be lower.

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I do not have any experience with a dual-immersion school, but after reading over the two models I think it would make more sense to teach 50/50 since  bilingual education deals with working on two languages. The 90/10 and 50/50 models influence how proficient children's developments are in both the Spanish and English languages. However, the problem is whether testing also reflects how the children have been taught.

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I learned that both models 90/10 and 50/50 can be successful in k-6 classrooms. One thing I learned is that no matter the model, each students proficiency level is different. Teachers must be able to work together well in order for these to work efficiently. Most take a steady pace for students and allow for comprehension.

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One of the drawbacks listed regarding the 50/50 program states the possibility of overwhelming students. I think if supported, the students would be capable of excelling in the program. The drawback for the 90/10 is that all teachers need to be proficient in both languages. This would require highly skilled staff to be a part of the program. Definite need for PD, support, and clear communication with parent to maintain the integrity of the program.

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As you stated there is to a lot research to determine which model is better. I did my student teaching at Bixby in a Kindergarten classroom and saw the 90/10 model. Students went from not knowing the language to understanding the language in the second half. One thing that I notice was the lack of personal connection with the students because none of them were proficient in Spanish. I got to know the students in my English class a bit more because they spoke the language. Which makes me wonder at Lafayette the teacher and student relationship. Both models appear to be effective, and I am intrigue to know more about both by seeing them in action. I also know strategies have to do with the development of students, and I would love to see these classrooms and teaching styles.

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Bilingual education models are out there but the two most common ones are 90/10 and 50/50. Something that squared with me was the fact that as bilinguals translanguaging is a fund of knowledge that should be present in the classroom. It's tough to think that in either model no translanguaging or combination of languages occurs and classes stay strictly 90/10 or 50/50.

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The type of model used in the district should be determined by the resources and staff available. It takes tremendous effort, planning, and reflection to put dual language models in effect where you know that both languages are being instructed well and according to the framework. It seems that the 90-10 model emphasizes the importance of the partner language thus instilling pride and a strong sense of cultural awareness and respect.

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I have personal experience with the 90/10 model and I’m glad that this reading reiterated some of the struggles I had while student teaching. I do like how it is allowing students to take baby steps, but a lot of the student I worked with were English only, so they struggled a lot in the beginning. Teachers only spent 30 minutes on English instruction and standardized tests were translated into Spanish. There was a lack of personal connection to students as well. I would like to see the 50/50 model in person because I would like to compare the learning environments created within both models.

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From the PDF Program Models and the Language of Initial Literacy in Two-Way Immersion Programs I learned that there is not a perfect program that benefits everyone. I think that the district has to do its research and has to involve all stakeholders when deciding what program to incorporate. I work in a district that offers the 50/50 model and I see how the teachers work in elementary. They have to plan almost every lesson together and our principal gives them time to do so. I feel that if they did not have the time then the program would not work as well.

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Based on the reading, I learned that there is not enough research to determine which model 90/10 or 50/50 is better. There are benefits and drawbacks in each model. For example, in a 90/10 model Spanish speakers benefit more and English parents might believe their child might fall behind. In addition, standardized test score are low.  In a 50/50 model both languages are learned simultaneously. For that reason, the teacher must be proficient in both languages. I think that with great organization both can be achievable in K-6 classrooms.

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One of the challenges for both models involves the topic of standardized testing. Most standardized tests are in English and as Laura pointed out in class, a lack of standardized testing available in Spanish can undermine community support for Dual Immersion programs when students seem to be falling behind in English language proficiency around 3rd grade. This is especially true for 90/10 models in which students gain literacy skills in Spanish before going into English literacy skills in more depth. The unfortunate situation about standardized testing is that even with the presence of Common Core, English is still the language in which tests are written. Although the 50/50 model may be able to better prepare students to have the proficiency needed for taking standardized tests in 3rd grade, ideally standardized tests that are in Spanish should be made available to accommodate the goals of 90/10 programs so that students, parents, teachers, and administrators won't feel discouraged. Furthermore, 50/50 model programs need to be careful that they do not fall into the trap of making English time exclusively a time for test prep.

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In this weeks reading, I learned a lot of the pros and cons of being enrolled in either a 90/10 or a 50/50 dual immersion programs. I learned that some parents might be against the 90/10 model because those students might score low in the English standardized tests since they have not exposed to the English Language as much. I personally feel as though the 50/50 model is better because students are able to collaborate and help each other out regardless what their L1 was. Moreover, one of the benefits for the 50-50 model is that in the upper grades, these students are performing better.

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What I have learned is that both models have its benefits and drawbacks. More research has to be done to determine which one is better. From personal experience, I was in 50/50 model and I loved it. Teachers need to work well together in order to make the program efficient. The 90/10 model is great as well because it allows baby steps when being introduced to two languages.

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What I have learned is that both models have its benefits and drawbacks. More research has to be done to determine which one is better. From personal experience, I was in 50/50 model and I loved it. Teachers need to work well together in order to make the program efficient. The 90/10 model is great as well because it allows baby steps when being introduced to two languages.