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Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language. [6] Two common forms of maintenance bilingual education are two-way/dual language immersion and developmental (late-exit) bilingual education. Both programs are considered language immersion programs.
Two-way immersion has been referred to as the most effective bilingual program contributing to long-term academic success (Howard et al. 2003, p. 24). Thorough planning and effective implementation are crucial to the success of TWI programs, in addition to ample support from administrators and access to quality resources.
In two-way immersion programs, also called dual- or bilingual immersion, the student population consists of speakers of two or more languages. Two-way immersion programs in the US promote L1 speakers of a language other than English to maintain that language as well as to teach English as a second language (ESL). [11]
In transition-bilingual programs, instruction begins in the student's native language and then switches to English in elementary or middle school. In dual language programs (also known as two-way bilingual or two-way immersion programs), students become fluent simultaneously in their native language and English. [ 9 ]
Proponents further claim that effective bilingual programs strive to achieve proficiency in both English and the students' home language. Dual language or Two-Way bilingual programs are one such approach, whereby half of the students speak English and half are considered English language learners (ELLs).
Transitional bilingual education programs are divided into two categories: early-exit and late-exit. Early-exit programs begin with strong support in the students' native language; nevertheless, this support is rapidly diminished. Late-exit programs, on the other hand, maintain strong support in the primary language. [4]
The functional view emphasizes language as a way to express or accomplish a certain goal, such as requesting something. The interactive view emphasizes language as a way of creating and maintaining social relations, focusing on patterns of moves, acts, negotiation, and interaction found in conversational exchanges.
MLE proponents stress that the second language acquisition component is seen as a "two-way" bridge, such that learners gain the ability to move back and forth between their first language and the other language(s), rather than simply a transitional literacy program where reading through the first language is abandoned at some stage in the ...
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