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Transitional Bilingual Education's aim is for the student to eventually become proficient in the majority language and solely use that language. Rather than encouraging the maintenance of the native or home language, transition bilingualism's goal is to completely shift their language usage to the majority language in school. Although students are typically taught in their home language at first (sometimes for a few years), once they are thought to be proficient enough in the majority language, they get placed right into mainstream education (Baker & Wright, 2021, p. 218).

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Mainstream Education with World Language Teaching

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Mainstream Education with World Language Teaching

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This is a very common form of world language learning nationwide and even worldwide. In a lot of mainstream education, students are given the choice to learn a world language as a subject that is a part of their school day. However, this is proven to be ineffective as most students who go through world language programs do not come out fluent in the language of their choice. This is due to the "drip-feed" format of the classes. Baker and Wright (2021) explain that "drip-feed" means students only get 30-40 minutes of language instruction every day which is not sufficient enough to promote their proficiency in that language (p. 220). Also, curriculum content ends up being the main focus rather than language learning since it is considered another academic course in the student's day.

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Separatist Education involves the separation of the minority language from the majority language. The goal of this kind of education is monolinguistic and monocultural. Here, they are trying to maintain independence and protection from the majority language and culture (Baker & Wright, 2021, p. 221). Although the intentions are good regarding the proficiency of the minority language, it can be seen as a form of segregation from the other culture. It can separate children from the larger global community.

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Immersion bilingual education is a form of providing education solely in the minority language. Although the students may use their home language at times, instruction is explicitly given in the minority language. The main goal is biliteracy and fluent bilingualism (Baker & Wright, 2021, p. 210). The students that are typically in these kinds of programs are already speakers of the majority language. As a result, they are able to come out as fluent speakers in both.

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This form of bilingual education is geared towards the students that speak the minority language while the emphasis instruction is in that language (Baker & Wright, 2021, p. 210). The goal of this system is to maintain the heritage language through school instruction completely in that language.

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Mainstream bilingual education includes student of the majority language however the entire school curriculum is in two majority languages (Baker & Wright, 2021, p. 210). This form of education is another program that aims for the end result of bilingual and biliterate students. These schools have some curriculum content in the students' second language. These schools often exist where communities are already bilingual or multilingual (Baker & Wright, 2021, p. 248).

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Dual Language Education is considered a strong form of bilingual education since it aims to strengthen and build on both languages. This system often includes students of mixed language minority and majority learning and using both of the languages in the classroom (Baker & Wright, 2021, p. 210). The usual features of a dual language U.S. program will have the non-English language used for half of instruction while one language per class period is normally used (Baker & Wright, 2021, pp. 228-229).