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Weak forms of bilingual education make use of two languages, but not always in a meaningful or enduring way. The goal of these programs is usually not bilingualism, but assimilation into the dominant language and monolingual society. Students begin by using the home language but over time, it is gradually lessened and phased out (Baker & Wright, 2021). The home language is viewed as a functional stepping stone from one language to the next, rather than its own comprehensive and significant realm of academic and social opportunities.

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Transitional Bilingual Education is the most common "weak form" of bilingual education used across the United States. Students use or are taught in their home languages for a limited amount of time, until they are able to understand instruction in the target language. This typically begins at a young age, although there are TBE programs for older students as well. These programs are often criticized as being segregationist in nature, by separating language minority students from language majority students (Baker & Wright, 2021).

Mainstream Education with World Language Teaching is another weak form of bilingual education. This entails stand-alone classes in the foreign language while the remainder of academic subjects are taught in the majority / dominant language. Often, a language can be both global and minoritized simultaneously. For instance, Spanish is taught as a world language and typically regarded favorably in that light. On the other hand, Spanish as a home language is frequently marginalized and native speakers may be viewed as deficient (Baker & Wright, 2021). World Language programs typically do not lead to bilingualism, and many learners experience language loss or degradation after leaving academia.

Separatist Education is a third weak form of bilingual education which involves monolingual instruction in the minority language. The minority language group attempts to detach itself from the majority language group to establish its own identity, and to teach the language without interference of the socially dominant one (Baker & Wright, 2021). However, this leads to students becoming isolated from the society and world.

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Strong Bilingual Education seeks to cultivate students' different languages to achieve multilingualism, biliteracy (or multi-literacy), and bi/multiculturalism (Baker & Wright, 2021). All languages are viewed as being equally important and meaningful. Instruction helps students to develop both fluent conversational skills and academic knowledge and skills needed to work in specialized fields or to advance onward in academia. An emphasis is placed on academic vocabulary and reading comprehension. Students can also be officially recognized for their achievements in more than one language such as by earning the Seal of Biliteracy on their high school diplomas.

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(American Institutes For Research, 2016).

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Dual Language Programs are a form of strong bilingual education that teach learners academic content in two different languages. The goal of these programs is to create balanced bilinguals (Baker & Wright, 2021). In a traditional two-way program, half of the students are from one language background (such as native English-speakers) while the other half is from another (such as Spanish speakers, or speakers with a different home language). On the contrary, one-way programs consist of students from a single linguistic background. These programs promote cultural tolerance, fluidity, global awareness, friendships between different cultures, and the prevention of cultural stereotypes (Baker & Wright, 2021). However, one criticism is that one language may be dominant outside of the program, meaning that students receive a far greater exposure to that language in total. This raises questions about how educators should compensate for such in the classroom.

Heritage Language Education allows students to develop their home (or heritage) language in or outside of school. The programs are typically engaged in the political and ideological aspects of language education and revitalization (Baker & Wright, 2021). Many programs focus specifically on those who have lost or are losing their native language, and may need to start at a much lower level. The definition of a heritage language is also flexible in that it can include non-standard dialects of language such as African American vernacular English, or alternately, it can be an indigenous language with little or waning support. Community-based programs are common in heritage language education. In contrast to dual language programs, heritage language education programs are more concerned with ethnic, cultural, and linguistic preservation and tend to operate at a broader, more sociopolitical level (Baker & Wright, 2021).

Another strong form of bilingual education is Immersion Education. This term encompasses a wide variety of programs which vary in the extent to which they use both languages. For example, total immersion programs seek to maximize the amount of instruction in the second / minority language while other programs maintain a specific ratio of instruction in each language. Immersion programs also vary at the age of initial immersion (early immersion or late immersion) and the total amount of time spent in the program. An early immersion program may begin with 90% instruction in the targeted language when a child is relatively young, followed by a gradual decrease / shift (while still maintaining a balance in both languages). Another program may begin at 50% and drop down to 30% over time (Baker & Wright, 2021). Despite this decrease, both languages are still maintained unlike in transitional bilingual education which seeks to assimilate students into the dominant language. Immersion language programs additionally differ from dual language programs in that most students are from a majority language background.