https://padlet.com/JohannaSve/8ppqpju1wcr87anc A comparison of the three types of bilingual education programs offered in New York State. en-us 2022-10-08 21:17:29 UTC 2025-11-16 06:16:21 UTC hello@padlet.com JohannaSve https://padlet.com/JohannaSve/8ppqpju1wcr87anc/wish/2332187578 In this type of program, students continue to use both the home language and new language for a limited time. Typically, at the beginning of the program, 60% of instruction is in the home language and 40% is in English (NYSED, 2016). The student uses the home language to advance his or her English skills. The goal of the program is ultimately to transition the student into a monolingual setting. Students will therefore not have as many opportunities to develop the home language for academic purposes as they would in a dual language program. They may still, however, use the home language to some extent, but it is not a key feature of the curriculum as it is in dual language programs. This is considered a weak form of bilingual education.]]> 2022-10-08 23:26:58 UTC https://padlet.com/JohannaSve/8ppqpju1wcr87anc/wish/2332187578 JohannaSve https://padlet.com/JohannaSve/8ppqpju1wcr87anc/wish/2332189430 The one-way dual education program offers balanced instruction to students in both the home and new language. Students share the same linguistic and/or cultural background and use the same language at home. In New York State, when there are 20 or more students in a district who share the same home language, the district is required to provide bilingual education (NYSED, 2016). The teacher(s) is typically bilingual in both languages and the content-area instruction is divided equally. This means students may learn subjects like math and science in the home language. This differs from transitional bilingual education in that both languages are used specifically for academic purposes. This can also result in special recognitions of bilingualism such as the Seal of Biliteracy. Dual language one-way programs are considered a form of strong bilingual education, because to goal is to develop both languages and cultures equally.]]> 2022-10-08 23:35:51 UTC https://padlet.com/JohannaSve/8ppqpju1wcr87anc/wish/2332189430 JohannaSve https://padlet.com/JohannaSve/8ppqpju1wcr87anc/wish/2332190818 The dual language two-way program is very similar to the one-way program, save for that it allows students with different linguistic and cultural backgrounds to learn and develop two languages together in a diverse environment. Typically, about half of the class will be native English-speakers while the other will be non-native English speakers. Non-ELLs will often begin to learn a new language entirely as the content-area instruction is 50% in one language and 50% in the other. However, in New York state, it is also common that the program begins with slightly different percentages of instruction. Depending on the class composition, instruction in one language can be higher to begin with. Over time, the ratio decreases until a 50/50 balance is achieved (NYSED, 2016). This differs from dual language one-way in that the class is not linguistically homogenous and therefore more accommodations may need to be made, specially for students who don't know any of the second language at all. Finally, this differs from transitional bilingual education because the goal is to create bilingualism, biliteracy, and biculturalism among students. These programs also tend to be participatory in nature, giving parents and students the chance to opt in or opt out. This is considered a strong form of bilingual education. ]]> 2022-10-08 23:41:42 UTC https://padlet.com/JohannaSve/8ppqpju1wcr87anc/wish/2332190818