https://padlet.com/vass8410/7pjgftjii9ni767w en-us 2023-05-25 15:24:48 UTC 2023-05-25 20:26:44 UTC hello@padlet.com vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605066157 Transitional bilingual education moves from minority language to majority language (Baker & Wright, 2021). The aim of transitional bilingual education is assimilationist (Baker & Wright, 2021). Transitional education differs from monolingual forms of education in that language minority students are temporarily allowed to use their home language. This is a weak form of Bilingual Education because the bilingual students can not freely speak both their home and majority language at the same time. Within this form of bilingual education the students are taught through their home language for just a few years or until they are thought to be proficient enough in the majority language to cope in mainstream education (Baker & Wright, 2021).]]> 2023-05-25 16:07:19 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605066157 vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605120379 Mainstream education with world languages is a weak form of Bilingual Education because when you first think of the teaching of World languages in schools in the US, world language study is minimal. Most students only take 2 years of world language in high school (Baker & Wright, 2021). Most children receive instruction in their home language in the US, Australia, Canada, and parts of Europe (Baker & Wright, 2021). Many schools in the US, when students are going to learn another language they use the term 'foreign language.' Many schools though have turned to the term 'world languages' to help students understand that other languages , that aren't their home language, are not 'foreign' language and could be spoken widely and locally in places within the US. ]]> 2023-05-25 17:00:01 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605120379 vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605144000 This is a narrower view of language minority education would be to choose to foster monolingualism in the minority language in an area where another language is dominant (Baker & Wright, 2021). A separatist form of bilingual education is a rare form and unlikely a school would formally state that its aims in a linguistic separatist fashion (Baker & Wright, 2021). This type of education could be organized by the language community for its survival and for self-protection (Baker & Wright, 2021). This type of bilingual education was very one way and was focused on the minority language more than any other language presented in the classroom. This is a weak form of bilingual education because it focuses more on a monolingualism approach than bilingualism.]]> 2023-05-25 17:24:48 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605144000 vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605167288 Immersion Bilingual classrooms that have licensed and trained classroom teachers who provide majority language instruction and to modify their curriculum and content-area instruction for students who are not yet proficient in the majority language, these classrooms are also called Sheltered English Immersion Programs (SEI) (Baker & Wright, 2021). These classrooms replace the need for students to be pulled out of their specific classrooms to receive their academic instruction in English. The bilingual students will receive content area instruction directly from the classroom teacher (Baker & Wright, 2021). SEI programs are designed for English Language learners, but many SEI classrooms contain a mix of ELL and English-proficient students (Baker & Wright, 2021).]]> 2023-05-25 17:49:10 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605167288 vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605184230 Heritage language education refers to a wide variety of in-school and out-of-school programs that give students an opportunity to develop higher levels of proficiency in their home or heritage (Baker & Wright, 2021). A select amount of programs provide only a few hours of language instruction as an add on to their daily lessons they are provided throughout the day via direct instruction. Heritage language programs are a strong form of bilingual education when the home language of language minority children is used as a medium of instruction with the goal of full bilingualism (Baker & Wright, 2021). For this to be a strong form of bilingual education it requires proper training and materials along with professional development. ]]> 2023-05-25 18:07:07 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605184230 vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605184874 Dual bilingual education in the United States is approximately equal numbers of language minority and language majority students are in one classroom and both languages are used for instruction. Since both languages are used for learning, the aim is to produce relatively balanced bilinguals. ( Baker & Wright, 2021). The first dual language program was started in 1963 in Florida. Now there are over 2,000 dual programs all across the country (Baker & Wright, 2021). One language could become dominate because of societal reasons as well. If the majority of the school is Hispanic many of the students are going to speak Spanish outside the classroom as well. That is when one language becomes dominant. Some of the major goals of dual language programs are high levels of proficiency in students first language and second language, reading and writing at grade levels for both languages, and positive intercultural attitudes and behaviors (Baker & Wright, 2021).]]> 2023-05-25 18:07:53 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605184874 vass8410 https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605185143 The main goal for mainstreaming is the assimilation of language minority speakers, particular where there has been immigration (Baker & Wright, 2021). Where indigenous language minorities are perceived 'outside' the common good, mainstreaming becomes a tool of integration (Crawford, 2008). Using mainstreaming in bilingual education can cause the teach challenges because of the variations in student language ability (Baker & Wright,2021). Along with problems with language, many of the students social and emotional feelings will be effected due to the language barrier that is being pushed through mainstreaming in classrooms. Using mainstreaming pull out classes though is a way we can help both social/ emotional learning and academics. Using pull out ELL for extra instruction for content based ELL it can give the student the ability to be apart of the class but also get direct instruction on English in various contents (Baker & Wright, 2021). The more they learn and pick up from their pull out ESL teacher the more they will be able to participate in within their mainstream classroom. This can benefit the student by helping them build their social skills, self esteem, and communication skills within there peers.]]> 2023-05-25 18:08:12 UTC https://padlet.com/vass8410/7pjgftjii9ni767w/wish/2605185143