https://padlet.com/czer6952/v201xfivutzs30vs Made with a warm hug en-us 2022-05-27 14:16:05 UTC 2026-02-26 14:21:25 UTC hello@padlet.com czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202304667 The Transitional Program is a bilingual program whose goal is to transition its students to a monolingual setting. This program may start out with 60% of home language instruction and 40% of the instruction provided in the target language. However, as the student progresses towards language proficiency the home language instruction gradually decreases while the target language increases. The program may seem beneficial at first since the students are taught in their home language, however it is a weak form of bilingualism since it shifts away from the majority language and starts to gradually shift towards the target language (Baker & Wright, 2021). Another issue with this is that language is not the only shifting that is occurring. When the goal is to move away from the home language and towards the target language the students culture and identity are also stripped from them. Thus, the Transitional Program is subtractive vs additive and a weak form of bilingual education.  

]]> 2022-05-27 15:09:24 UTC https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202304667 czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202394293 Mainstreaming with world language teaching is another form of a weak bilingual program. This program is also referred to as the Submersion program because its idea is that students will either “sink or swim”. The biggest problem with this program is that when students are mainstreamed with native speakers and they have limited language skills and are not provided with the linguistic support they need to succeed they ultimately sink. There is limited enrichment and bilingualism in this program, thus children struggle. According to Baker & Wright (2021), another issue with mainstreaming students into the classroom is that educators also have trouble teaching when their students have limited language ability. Not only is there a language barrier, sometimes there are also social and emotional challenges that the teachers aren’t equipped to handle (p.213). 

]]> 2022-05-27 16:43:27 UTC https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202394293 czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202395003 Separatists Education is another weak form of bilingualism since it separates children from the wider world we live in. Separatists aim to be independent and maintain and preserve their minority language (Baker & Wright, 2021). While there are many benefits to maintaining language and culture, in the case of separatists they are not seeking to add an additional language. Instead, they are completely detaching themselves from the global world thus limiting themselves towards biliteracy bilingualism, and biculturalism. 

]]> 2022-05-27 16:44:18 UTC https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202395003 czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202433798 According to Baker & Wright (2021), the Immersion or otherwise known as the Sheltered English Immersion (SEI) program is more effective compared to the mainstream program. This is because in the mainstream program students are submerged into the classroom with teachers who aren’t equipped to give them the support needed by the ELLs. Instead the SEI program is stronger since the instruction is provided by educators who are trained and licensed (p.215), thus they can modify the curriculum to help students learn. Rather than pulling students out of the classroom and separating them from their peers the educators integrate into the classroom to provide the students with content-area instruction to enhance English language development.

]]> 2022-05-27 17:30:12 UTC https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202433798 czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202434356 Maintenance Heritage Language Programs focuses on moving away from monolingual principles and moves toward bilingualism, biculturalism, and biliteracy while maintaining the students home language. This program is strong because it views languages of “bilinguals as dynamic and coexisting” (Baker & Wright 2021). There isn’t any forced assimilation toward the majority language, instead the minority language is preserved. In this model, through the use of effective Translanguaging practices the students are afforded the space to continue using their own home language along with their target language. Thus aiming towards pluralism and enrichment.

]]> 2022-05-27 17:30:57 UTC https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202434356 czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202435293 The Two Way Dual Language Program affords more flexibility since the students in this program do not have to all have the same language or background. Unlike the a One-Way /Mainstream Bilingual Program, the Dual Language Program is intended for students who have mixed languages. Therefore, the program is offered to all students with a mix of both native and English Language Learners (ELLs). The program is designed as a 50/50 two majority language model, in which students are taught 50% in one language and 50% in English. This program is a strong bilingual program since it maintains the students home language. It doesn’t subtract the minority language like the Transitional Bilingual Program does. Instead, this hybrid model moves away from a monolinguist goals and aims for biliteracy and bilingualism. It allows students to engage in a multilingual multicultural learning experience (Baker & Wright, 2021). Because this approach is additive, it maximizes growth for all students and as a result, it promotes, biliteracy, biculturalism, and multilingualism.  

]]> 2022-05-27 17:32:12 UTC https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202435293 czer6952 https://padlet.com/czer6952/v201xfivutzs30vs/wish/2202435770 In the Mainstream Bilingual Program also knows as the One Way Dual Language Program there are two majority languages in the classroom. It consists of students who speak the same home language or have a similar background. In this model instruction is provided simultaneously in the student’s home language and in English. While this program promotes biliteracy and is a strong form of a bilingual education when and if the school doesn’t have enough students who have the same home language or similar background in the district, the program will not be offered.

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