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Bilingual programs for language revitalization are tricky; each language is different, and there is a lack of educational resources and training for teachers in that specific language. Furthermore, there is not enough research done on what the goal for bilingual programs is: is it cultural acknowledgment or bilingualism? [35]
In Alberta, the city of Edmonton has had a well established Chinese (Mandarin) bilingual education program (Edmonton Chinese Bilingual Education Association) since 1982. The program is currently offered in 13 schools throughout the city consisting of 6 elementary schools, 4 junior high schools and 3 high schools.
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 National Association for Bilingual Education (NABE) is a non-profit organization founded in 1975 in the United States. NABE advocates for the development and implementation of bilingual education programs, aiming to address the educational needs of students who speak a language other than English at home.
Bilingual immersion programs are intended to foster proficiency or fluency in multiple languages and therefore maximize these benefits. Even if fluency in the desired language is not fully attained, bilingual immersion programs provide a strong foundation for fluency later in life and help students gain appreciation of languages and cultures ...
Dual language is a form of education in which students are taught literacy and content in two languages. Most dual language programs in the United States teach in English and Spanish, but programs increasingly use a partner language other than Spanish, such as Arabic, Chinese, French, Hawaiian, Japanese, or Korean.
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Intercultural bilingual education (Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system.
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