https://padlet.com/wrig0494/lwa2ic8o0czwrnul en-us 2022-10-13 02:42:51 UTC 2022-10-17 21:16:06 UTC hello@padlet.com wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339431433 In transitional programs, students are instructed in their home language for just a few years until they are proficient enough in the majority language to be able to participate in mainstream classrooms. The aim is to decrease the use of the home language so that students can use more of the majority language. In other words, these programs aim for majority language monolingualism (Baker & Wright, 2021, p. 461-463).]]> 2022-10-13 21:14:41 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339431433 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339431558 With Mainstreaming with World Language Teaching, language majority school students obtain their education primarily through their home language and receive a short second language instruction per day for between 5 and 12 years. Yet few become functionally fluent in the second language and only have limited knowledge of the world language (Baker & Wright, 2021, p. 464-466).]]> 2022-10-13 21:14:53 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339431558 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432130 In Separatist programs, the aim is to promote monolingualism in the minority language where another language is dominant. Minority language groups intend to detach themselves from the language majority so they can pursue an independent existence, foster minority language monolingualism, and foster monoculturalism. This kind of education is often promoted to preserve a minority language and keep it from being taken over by the language majority, or for political, religious, or cultural reasons (Baker & Wright, 2021, p. 467). The drawback with this kind of education program is that it can keep children disconnected and isolated from a wider world that is constantly expanding due to globalization (Baker & Wright, 2021, p. 467).]]> 2022-10-13 21:15:40 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432130 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432283 The goal of immersion programs is to immerse students in two majority languages, which equates to an additive bilingual situation (Baker & Wright, 2021, p. 516). These programs are optional and not compulsory. Children in early immersion are frequently allowed to use their home language for up to one and a half years for classroom communication. Furthermore, it is not compulsory to speak the school language in the playground or dining hall (Baker & Wright, 2021, p. 516-517). Teachers are competent bilinguals and aim for meaningful and authentic classroom communication that is relevant to the children's needs. The content of the curriculum is the focus for language acquisition, which is meant to be incidental and subconscious, much like first language acquisition. Additionally, explicit correction for correct communication is not implemented (Baker & Wright, 2021, p. 517). Students start the program with a similar lack of experience of the second language, which builds self-esteem and classroom motivation since there are no students that are at an unfair advantage of acquiring the school language (Baker & Wright, 2021, p. 517). ]]> 2022-10-13 21:15:55 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432283 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432415 With heritage language education, there is a wide variety of in-school and out-of-school programs that give students an opportunity to develop a higher level of proficiency in their home or heritage languages (Baker & Wright, 2021, p. 498). Heritage language education can be considered a strong form of bilingual education if the home or heritage language is used as a medium of instruction with the goal of full bilingualism, if adequate resources are provided and used, if there is sufficient instructional time focused on developing the heritage language, and proper training and professional development for teachers (Baker & Wright, 2021, p. 499). A good example of successful heritage language education can be found in New Zealand, where full immersion pre-school programs called Te Kohanga Red were established in 1982 and have become infamous for their early language success with Māori speakers (Baker & Wright, 2021, p. 499). This resulted in a "domino effect" where a demand for bilingual education beyond pre-school to elementary, secondary, and higher education was created. The benefit of this was legitimization and transformation of power and status of the minority language (Baker & Wright, 2021, p. 499).]]> 2022-10-13 21:16:07 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432415 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432652 In Dual Language bilingual education programs, there are two kinds of programs: one-way and two-way. In two-way DLBE programs, there is an equal number of language minority and language majority students in the same classroom. Both languages from both groups are used for instruction (Baker & Wright, 2021, p. 478). Using both languages for instruction sets the students up to become relatively balanced bilinguals. Additionally, in these programs, a non-English language is used for 50% of instruction, only one language is used at a time, language is primarily learned through content, and there is a balanced number of English speakers and non-English speakers (Baker & Wright, 2021, p. 481). If there is an imbalance of group numbers, it is preferable to have more non-English speakers so as to compliment the corresponding representation of the majority language outside of school (Baker & Wright, 2021, p. 481). In one-way DLBE programs, all students share the same background. These programs not only aim to nurture bilingualism and biliteracy, but to promote inter-group communicative competence and cultural awareness. Students from these programs tend to be more tolerant, respectful, sensitive, and equalized in status due to authentic, meaningful communication between children from two different language groups (Baker & Wright, 2021, p. 484).]]> 2022-10-13 21:16:29 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432652 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432801 In Mainstream Bilingual education programs, two or more majority languages are used jointly in school (Baker & Wright, 2021, p. 521). These programs exist in societies where much of the population is already bilingual or multilingual or where there are a significant number of natives/expatriates who want to become bilingual (Baker & Wright, 2021, p. 521). ]]> 2022-10-13 21:16:41 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339432801 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339447930 Weak bilingual education programs do not aim for bilingualism and limit instruction in the home language to a few years or less, resulting in limited bilingualism (Baker & Wright, 2021, p. 461). ]]> 2022-10-13 21:39:04 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339447930 wrig0494 https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339471762 Strong bilingual education programs maintain bilingualism, biliteracy, and biculturalism as their intended outcomes (Baker & Wright, 2021, p. 478). ]]> 2022-10-13 22:16:49 UTC https://padlet.com/wrig0494/lwa2ic8o0czwrnul/wish/2339471762