Bilingual Education by Molly A Oates https://padlet.com/oate1289/a6qifkd7lzcj1egj en-us 2022-10-13 00:08:17 UTC 2022-10-18 23:36:55 UTC hello@padlet.com Pull-out ESL classes are viewed as weak forms of bilingual education. Instruction is still delivered in the majority language, however the benefit is that students can learn useful vocabulary to help them better understand content in the mainstream classroom. Also, students can build their confidence by practicing English in a small group instead of the more daunting task of speaking in front of a class of fluent speakers. In my experience teaching English in Stand Alone instruction with students, it allows them to feel more comfortable, and to be themselves especially if they're encouraged to share things in their first language. As noted in Colin Baker's description, "the hope is that such pull-out programs provide a way to help language minority children cope in their mainstream classrooms" (Baker, 2021). oate1289 https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2345980715 2022-10-18 22:54:08 UTC https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2345980715 Transitional Bilingual Education allows students to use their first language in the classroom with the intention of gradually shifting students to using English. Students learn in their home language until they are proficient to learn in the mainstream classroom. Students may learn in their home language for 1 to 3 years depending on the school. Overall, the "aim is to increase use of the majority language in the classroom while proportionately decreasing the use of the home language in the classroom" (Baker, 2021). oate1289 https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2345998333 2022-10-18 23:19:44 UTC https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2345998333 World language teaching as one subject in mainstream education is typical in U.S. high schools. As opposed to transitional bilingual education, world language is taught as a language itself, rather than being simply used as a medium to teach content. However, "a limited knowledge of a world language tends to be the typical outcome for most language majority students" (Baker, 2021). oate1289 https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2346007002 2022-10-18 23:31:43 UTC https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2346007002 In many countries besides the U.S., mainstream education with World Language Teaching has a high success rate of students learning the language. Countries in Europe, Africa, and Asia have been able to run English learning classes where students gain a level of fluency. Baker notes that "when personal motivation and the status of a language is high and when economic and vocational circumstances encourage acquisition of a trading language, then world language teaching may be more successful" (Baker, 2021). oate1289 https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2346010848 2022-10-18 23:36:55 UTC https://padlet.com/oate1289/a6qifkd7lzcj1egj/wish/2346010848