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The following Bilingual Education programs are considered weak programs according to Baker and Wright in their book titled "Foundations of Bilingual Education and Bilingualism." Although each of the programs described below are very different and are meant to teach a wide variety of students, they have some similarities. One main similarities they have is that none of them focus on both the minority language and the majority language simultaneously. They either focus on assimilation by improving the majority language without focusing at all on the minority language, or they focus solely on the minority language without focusing much at all on the majority language. The goal is not true bilingualism and biliteracy, but limited fluency or proficiency. To learn more about what not to while creating or implementing a Bilingual Education program, read about the programs below in more detail.

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This type of Bilingual Education is rather unique, with the typical child speaking a minority language and the language of the classroom being the minority language out of choice. This type of program involves the separation of those speaking a minority language from those speaking a majority language. For example, a group of Korean speaking individuals may choose to create their own self sufficient society in a United States city in which they do not need to speak English in order to function. They simply separate themselves from the majority language and maintain primarily their minority language. The educational aim of these types of programs is detachment or autonomy from the general society in which the people are living in. The goal of this type of program is for students to have limited bilingualism with a focus on their home language.

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Mainstreaming With World Language Teaching (Weak)

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Mainstreaming With World Language Teaching (Weak)

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This for of Bilingual Education is essentially the usage of foreign language classes. The typical student in these programs speak the majority language with the language of the classroom being primarily the majority language with L2 lessons. An example of this would be English speaking students in the United States taking a Spanish class in their High School. The aim for this type of program would be to create students who have very limited bilingualism in the minority language they are trying to learn.

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This form of Bilingual Education has a goal of assimilation, meaning students are encouraged to leave their home language behind and focus almost completely on the majority language of the society they are now living in. The typical type of child for this program are those who speak a minority language and the main language of the classroom often shifts from one language to another. However, this shift is always from the minority language to the majority language, never the other way around. The goal is not maintenance of the minority language, but assimilation to the majority language. The intended outcome for this program is relative monolingualism in the majority language.

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The following Bilingual Programs are considered to be strong programs according to Baker and Wright in their book titled "Foundations of Bilingual Education and Bilingualism." Although all of these programs are very different and meet the needs of a wide variety of language learning students, they have some similarities. Most notably, the goal of each of these programs is to have students both maintain their home language while simultaneously gaining another language. Bilingualism and biliteracy is the intended outcome. To learn more about the individual qualities of these Bilingual Education programs, read the posts below!!

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This form of Bilingual Education is designed typically for students who speak a majority language with the main language of the classroom being two majority languages. The educational aim would be the maintenance of the home language as well as enrichment. The language outcome is bilingualism and biliteracy. One example of how this program would work is if a school has primarily two languages spoken, such as English and Spanish. English is the majority language, meaning it is the language the school wants all students to be able to attain proficiency in; Spanish is also a majority language, but it is not meant to be the main form of communication. According to this type of program, an ENL teacher would push into a general education classroom and use language strategies alongside a general education teacher to teach all students within the classroom. An ENL teacher could also practice the pull out strategy in which they teach a stand alone class with only English Language Learners.

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This form of Bilingual Education is designed for a diverse group of students who are mixed between those who primarily speak a minority language and those who speak a majority language. The classroom environment will also be mixed with both the minority and majority languages being spoken throughout. The educational aim of this type of bilingual program is for students to maintain their home language while also gaining proficiency in the majority language creating an outcome of bilingualism and biliteracy. There is a risk when using this type of language program that one language may overpower the other language depending on the school environment and the demographic of the students. However, the end goal still remains as being bilingualism and biliteracy.

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This form of Bilingual Education is designed for students who speak primarily the majority language in a society. These students will be taught in a bilingual classroom with an educational aim of pluralism and enrichment, meaning an emphasis on linguistic diversity. The aim for this type of language program is for students to become bilingual (speaking) and biliterate (reading and writing).

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This form of Bilingual Education is designed for students who speak primarily the minority language in a society. These students will be taught in a bilingual classroom with the educational aim of maintenance of their home language, pluralism, and enrichment. This means there will be an emphasis on linguistic diversity as well as continued practice with the home language of students. The aim for this type of language program is for students to become bilingual (speaking) and biliterate (reading and writing).

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Baker, C., & Wright, W. E. (2021). Types of Education for Bilingual Students. In Foundations of bilingual education and bilingualism (pp. 442–475). essay, Multilingual Matters.

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Baker, C., & Wright, W. E. (2021). Types of Education for Bilingual Students. In Foundations of bilingual education and bilingualism (pp. 442–475). essay, Multilingual Matters.