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The difference between native language (or First language) and heritage language is an important distinction to make.The term "native language" tends to be associated with acquisition at a very early age and carries with it the notion that a person will achieve a high amount of fluency and proficiency in this language.
A program that utilizes two languages, known as a dual language program, typically places students in classrooms with a mixture of native speakers for each language. One popular approach to dual language programs is the 90/10 model, where in the early grades 90% of instruction is conducted in the student's native language and 10% is taught in ...
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 fundamental difference between these two models is the length of the program.
The 1970s marked the beginning of bilingual education programs in Hawaii. The Hawaiian Language Program was geared to promote cultural integrity by emphasizing native-language proficiency through heritage language bilingual immersion instruction. By 1995, there were 756 students enrolled in the Hawaiian Language Immersion Program from K to 8.
"Strong Bridge" – An essential difference between MLE programs and first language programs is the inclusion of a guided transition from learning through the first language to learning through another language. While the strong bridge approach aims to facilitate a smooth transition between languages, some students may still have difficulties ...
There are a wide variety of different program models that may be used to structure the education of English-language learners (ELLs). These program models vary depending on the goals of the program and the resources available. Some researchers describe program models as existing on a spectrum from more monolingual forms to more bilingual forms. [7]
The differences between these two models of English language education have grown larger over time, and teachers focusing on each model have used different terminology, received different training, and formed separate professional associations. English is also taught as a second language for recent immigrants to English-speaking countries ...
In the case of native English speakers, some estimates were provided by the Foreign Service Institute (FSI) of the U.S. Department of State—which compiled approximate learning expectations for several languages for their professional staff (native English speakers who generally already know other languages). [9]