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• Early-exit bilingual programs
Early-exit bilingual programs also called 'transitional bilingual programs,' use students' native language as a foundation for building English language competency. Students receive instruction in both languages to progress academically and prepare to transfer rapidly to a mainstream classroom with English native speakers. The program is phased out rapidly, with most students mainstreamed by the end of Kindergarten, first, or second grade.

• Late-exit bilingual programs
Late-exit bilingual programs also called 'maintenance bilingual programs,' provide a balanced combination of academic instruction in students' first language and English. ELL students' first language serves as a foundation for the development of English language skills and later academic knowledge in both languages. The ultimate goal is to transition to mainstream classrooms where students continue their education with native English speakers. The program lasts six to seven years, from kindergarten to seventh grade.

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A program of instruction that uses the student's native language as a tool of instruction while they begin learning English.
The main objective of bilingual education is to help ELL students achieve success, both in their current academic placement and in the future.

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The way that a bilingual education class generally works is by teaching in both English and the students' native language, eventually switching over to teaching only in English. The switch is done gradually to give the students time to adjust.

Bilingual classes are geared towards having the students eventually speak both languages fluently and to hold on to their culture.

Successful bilingual programs provide instruction that instills, confidence, self-assurance, and a positive identity with their cultural heritage.

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What are the Goals of Bilingual Education?

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What are the Goals of Bilingual Education?

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GOALS:

•  Enable English language learners to become competent in listening, speaking, reading, and writing in the English language through the development of literacy and academic skills in their primary language and English.

•  Ensure access to comprehensible instruction in the native language

•  Provide access to content area instruction in the native language

•  Teach English using English as a Second Language instruction

•  Establish a warm and welcoming climate that supports the cognitive growth of language

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All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language.

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All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language.

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Strategies to Increase Parent/Family Involvement

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Strategies to Increase Parent/Family Involvement

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• Help better inform parents and families of the importance of both languages and although English will be the medium of instruction at school, that it’s okay (and wonderful!) if students learn both and use both.

• If assigning homework to students which will require help from their parents, it is important to provide them with instructions in both languages.

• Communicating through an app such as "Talking Points" that automatically translates text messages.

• Make certain that bilingual families receive all of the school’s scheduling and important information in their native language—not just in English—to ensure they “get the message.”

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Classroom Strategy:  Content-based language instruction approach

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Classroom Strategy:  Content-based language instruction approach

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An effective teaching approach that incorporates both language and content area objectives into each lesson. One way to think about it is to have a SWBAT (students will be able to...) for content area objectives, and another SWBAT for the language objectives.
It is important to make sure that students know the goals for each objective (content and language).

- For example, the content objective might be for students to explain the lifecycle in a poster presentation, while the language objective would be to use the language of sequencing (i.e. First, Then, Next, etc.) to express the lifecycle.

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Strategies to Increase Parent/Family Involvement

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Strategies to Increase Parent/Family Involvement

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• Offer two-way regular communication with families in their native language whenever possible

•Offer  multimodal communication

• Encourage parents to volunteer in the classroom as well as at school events

• Build positive partnerships- make them aware that their children's education is a joint effort between family and the teacher

• Provide families with opportunities to learn more about important topics about the school in their native language

•  Support and encourage parents by creating opportunities to engage in sharing their home cultures and their own expertise. This will foster a positive attitude to children about their first language and learning experiences

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Classroom Strategy: Set expectations of when to use each language

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Classroom Strategy: Set expectations of when to use each language

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Even though children are encouraged to use their native language, setting expectations about which language students should be using during different times of the day, lessons, or tasks is important to encourage students to persevere in their second language.  By switching languages during the day or tasks, students have prolonged exposure to academic content in their second language and it helps them develop their listening strategies in their second language. Furthermore, the students learn how to problem solve in moments of linguistic difficulty (i.e. asking their peers for help).

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It is a known fact that students learn better when lessons are presented in multiple ways. For example, a lesson that involves writing, speaking, drawing, and listening gives students four opportunities to deepen their understanding.

This strategy is especially beneficial for students enrolled in a bilingual program because the additional engagement provides a little breathing room to work through the language barrier. By implementing multiple modalities, students' can understand concepts in many different ways and link them with each other. For example, if a student doesn't understand a word in English but the teacher is supplementing the learning with an image, then the student can link the sound with the image.

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The "classroom buddy" can help with class directions and assist with any questions.
When assigning buddies, it is important to pair them by their level of proficiency in their second language. Each pair of students will have one student with higher L2 proficiency than the other.

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Students can work in groups or pairs to "translanguage" their learning from Spanish to English (one language to another). When doing this, students work on turning a text from their L1 into a text that is correctly interpreted in their L2.
When choosing groups/partners it is important to include at least one native English speaker so that he/she can share their L2 strength with the others.

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Classroom Strategy: Preview, View, Review

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Classroom Strategy: Preview, View, Review

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The “preview-view-review” strategy uses students' native language to facilitate instruction. With this approach, the teacher introduces the lesson in a student's home language, teaches the lesson in English, and then summarizes the lesson in the student's home language.

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The benefits of a bilingual brain - Mia Nacamulli