Bilingual Program Models
Program
Model
Student
Language of Features
Characteristics Instruction
Immersion
Early (k-3)
Native English
Delayed (middle speakers
elementary)
Late (middle or
high school)
Spanish
Goals
Teachers are bilingual/bi-literate
Language/literacy taught in the
minority language with English
instruction increasing over time
Course in minority language
offered in middle/high school
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
Two-Way
Dual Immersion
Dual Language
Two-way
Immersion
Student
Language of Features
Characteristics Instruction
Goals
Balanced, preferably
50% English
speakers and 50%
from the same
target language
group
Bilingualism/biliteracy
English speakers
are taught
another language
Speakers of other
languages are
taught English
Teachers are bilingual/bi-literate
The two languages are given equal
status in schools (e.g., materials
Positive crossare available in both languages,
cultural
communications in both)
interactions
Course in minority language
offered in middle/high school
90% minority language, 10%
English in the early grades
50% minority language, 50%
English as students get older
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
Developmental
Maintenance
Late-exit
Student
Language of Features
Characteristics Instruction
Goals
Most students are
ELLs from the same
language group
Bilingualism/biliteracy
Native Language
English
Teachers are bilingual/bi-literate
Native Language development
Acculturation
Academic skills taught in the native
language
Structured ESL program
Support for native language
development continues even after
the student is considered English
proficient
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
Transitional
Early-exit
Student
Language of Features
Characteristics Instruction
Most students are
ELLs from the same
language group
Native Language
English
Goals
Teachers are bilingual/bi-literate
English
Language
Majority of instruction in K-1 in the proficiency
native language including native
language development and
Native language
academic skill instruction
development
but only until
Structured ESL program
students can be
transitioned to
ELS instruction rapidly increases
English
with the goal of moving to Englishonly instruction as quickly as
Exit to
possible
mainstream
classes by 2nd or
3rd grade
Assimilation
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
Submersion
Sink or swim
Student
Language of Features
Characteristics Instruction
Students are in
English
general education
classrooms with a
diverse range of
students (e.g., native
speakers of English,
other ELLs, and
those with varying
degrees of
proficiency in either
or both languages)
Goals
Most teachers are monolingual; if English
they are bilingual they provide
proficiency
some native language support
(e.g., translation)
Assimilation
ELLs receive the same instruction
as native English speakers
There are no systematic attempts
to teach ESL or to make instruction
understandable to the ELLs
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
English as a
second
language (ESL)
Student
Language of Features
Characteristics Instruction
All students are ELLs
and typically
represent multiple
language groups
English
Goals
Most teachers are monolingual; if English
they are bilingual they provide
proficiency
some native language support
(e.g., translation)
Assimilation
Full day self-contained classes or
used in conjunction with other
program models
Focus depends on students’ oral
proficiency and academic levels
(e.g., conversational, academic,
content-based, sheltered)
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
Content based
ESL
Student
Language of Features
Characteristics Instruction
Goals
All students are ELLs
and typically
represent multiple
language groups
English
proficiency
associated with
content/subject
English
Mainstream and ESL teachers are
monolingual; if they are bilingual
they provide some native language
support (e.g., translation)
Designed to develop academic
Assimilation
English and to prepare students for
subject/content instruction
Is submersion + content-based ESL
if students are in mainstream
classes with teachers who do not
modify for ELLs
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)
Bilingual Program Models
Program
Model
Sheltered
English
Specially
Designed
Academic
Instruction in
English
Structured
Immersion
Student
Language of Features
Characteristics Instruction
Students are from
same language
group in classes
offered specifically
for ESL students or
ESL students are
integrated into
mainstream classes
taught by teachers
with ESL training
Intended for
students with
developing English
proficiency
English
Goals
Mainstream and ESL teachers are
Content
monolingual; if they are bilingual
knowledge and
they provide some native language skills
support (e.g., translation)
Assimilation
Teachers have content and ESL
training
Sheltered instruction strategies
are used to make content
understandable
Students are provided access to
content courses (e.g., science,
social studies) and generally follow
scope and sequence of
mainstream class
Is submersion + content-based ESL
if students in mainstream classes
with teachers who do not modify
for ELLs
(Crawford.2004; Echevarria,Vogt & Short.2004; Solis, 2001; Atunez & Zelasko.2001; Kushner & Ortiz.2000)