https://padlet.com/kwia0212/uwo17i2d27bunird en-us 2022-10-11 15:37:21 UTC 2022-10-11 22:21:36 UTC hello@padlet.com kwia0212 https://padlet.com/kwia0212/uwo17i2d27bunird/wish/2335973225 The Transitional Bilingual Education program is the most common form of bilingual program in the United States but it is weak. This is a weak form of bilingual education because most students end with being monolingual, not bilingual, due to the assimilation that occurred. This program is not considered monolingual because the students are able to use their minority, native language briefly but then only are allowed to use the majority language. For example, during the first few years into the program the student is allowed to use their L1 but once they are thought to be proficient enough only the majority language is to be used. This forces students to assimilate into the majority language and culture as they are not able to use their home language, (Baker & Wright, 2021, p. 218). Therefore this is a weak form of bilingual program as the end goal is not bilingualism but more monolingualism due to the decrease in the use of the minority language. This differs from both Dual-Language Programs because eventually only the minority language is not used anymore.



]]> 2022-10-11 20:59:12 UTC https://padlet.com/kwia0212/uwo17i2d27bunird/wish/2335973225 kwia0212 https://padlet.com/kwia0212/uwo17i2d27bunird/wish/2335979926 Dual  Language-One Way Programs are considered to be strong forms of bilingual education as the end goal is bilingualism and biliteracy. This program type involves all students with the same language minority. Therefore students with all of the same language background will be in the same classroom learning another language. For example, all students with Spanish as their L1 will be learning English as their L2, with instruction in both English and Spanish, (Baker & Wright, 2021, p. 227). This differs from the Dual Language Two-Way Program because all of the students have the same language background, rather than having a mix of language backgrounds. This also differs from the Transitional Program because both languages are used throughout the entire course of instruction, rather than eventually just being expected to use the majority language. ]]> 2022-10-11 21:07:10 UTC https://padlet.com/kwia0212/uwo17i2d27bunird/wish/2335979926 kwia0212 https://padlet.com/kwia0212/uwo17i2d27bunird/wish/2335980580 Dual Language- Two Way Programs are considered to be a strong form of bilingual education as the end goal is also bilingualism and biliteracy. This program includes an even number of students with the minority language and the majority language. Both languages are used in instruction an equal amount in order to ensure the students become bilingual. For example, a classroom can have an equal number of Spanish native speakers and English native speakers. This classroom would use both Spanish and English evenly during instruction time in the classroom, (Baker & Wright, 2021, p.227). This differs from the One Way Program as all of the students do not share the same native language. This also differs from the Transitional Program because the minority language is always being used inside the classroom, it does not eventually turn into instruction only being in English.]]> 2022-10-11 21:08:05 UTC https://padlet.com/kwia0212/uwo17i2d27bunird/wish/2335980580