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    Bilingual Approaches To Language Learning: (Mary Mcgroarty)

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    This document discusses bilingual approaches to language learning at different educational levels. It describes various bilingual education program models including early-exit, late-exit, and immersion programs at the elementary level. At the secondary level, bilingual approaches typically involve transitional programs. Postsecondary bilingual approaches focus on vocational training. Quality bilingual education requires availability of qualified teachers, a sound curriculum, appropriate assessment, and parent/community outreach.

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    Bilingual Approaches To Language Learning: (Mary Mcgroarty)

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    This document discusses bilingual approaches to language learning at different educational levels. It describes various bilingual education program models including early-exit, late-exit, and immersion programs at the elementary level. At the secondary level, bilingual approaches typically involve transitional programs. Postsecondary bilingual approaches focus on vocational training. Quality bilingual education requires availability of qualified teachers, a sound curriculum, appropriate assessment, and parent/community outreach.

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    This document discusses bilingual approaches to language learning at different educational levels. It describes various bilingual education program models including early-exit, late-exit, and immersion programs at the elementary level. At the secondary level, bilingual approaches typically involve transitional programs. Postsecondary bilingual approaches focus on vocational training. Quality bilingual education requires availability of qualified teachers, a sound curriculum, appropriate assessment, and parent/community outreach.

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    66 views34 pages

    Bilingual Approaches To Language Learning: (Mary Mcgroarty)

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    This document discusses bilingual approaches to language learning at different educational levels. It describes various bilingual education program models including early-exit, late-exit, and immersion programs at the elementary level. At the secondary level, bilingual approaches typically involve transitional programs. Postsecondary bilingual approaches focus on vocational training. Quality bilingual education requires availability of qualified teachers, a sound curriculum, appropriate assessment, and parent/community outreach.

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    of 34

    BILINGUAL

    APPROACHES TO
    LANGUAGE
    LEARNING
    (MARY MCGROARTY)

    Rona R. dela Rosa


    • Bilingual Approaches to Language
    Learning describes the various
    bilingual models found at different
    levels (elementary, secondary, post-
    secondary and adult education),
    identifying key instructional features
    and emphasizing the drive for quality
    instruction.
    In many parts of the world, the
    attainment of proficiency in two or
    more languages is viewed as a highly
    desirable goal. Sometimes the
    development of bilingual skills takes
    place outside the bounds of formal
    education, impelled by individual
    factors in sociocultural context.
    The emphasis here is on
    understanding how two(or
    more) languages are used within
    an educational system to
    promote the goal of bilingual
    proficiency for enrolled
    students.
    BILINGUAL
    A person who has age-appropriate
    language skills in two languages,
    though the nature and extent of skill
    in each language will vary according to
    many individual and situational
    influences.
    BILITERATE

    Able to read and write in two


    languages.
    (Hornberger and Skilton-Sylvester 2000)
    BILINGUAL EDUCATION
    APPROACH
    Is one in which two languages
    are used as media of classroom
    instruction for the same group
    of students.
    WHO CAN BENEFIT FROM
    BILINGUAL APPROACHES?
    Any student has a potential to benefit
    from a bilingual approach to
    instruction as long as the particular
    approach chosen suits the student’s
    linguistic situation and provides good
    quality instruction.
    Bilingual education is not only for
    recent immigrants; there are particular
    approaches aimed at monolingual
    students who speak only the majority
    language and wish to develop strong
    proficiency in another language
    (TESOL 1992).
    Linguistic majority students-students
    whose native language is that spoken in
    the larger national community
    Linguistic minority students- students
    whose native language is not the same as
    that used in larger national community.
    Bidialectal students- students who
    regularly use a dialect different from the
    standard.
    Bilingual approaches are potentially
    useful for any student at any
    educational level. However, their
    appropriateness and feasibility for
    particular instructional levels and
    settings varies and depends in part on
    school-related factors and in part on
    matters of the social context
    surrounding the school.
    BILINGUAL
    APPROACHES:
    PROGRAM
    TYPES
    SECONDARY
    ELEMENTARY- POSTSECONDARY
    BILINGUAL
    LEVEL PROGRAM BILINGUAL
    APPROACHES
    MODELS APPROACHES
    ELEMENTARY-LEVEL
    PROGRAM MODELS
    EARLY- EXIT

    LATE-EXIT

    IMMERSION
    PROGRAMS
    EARLY-EXIT OR
    TRANSITIONAL
    Usually developed to serve young students
    who are recent immigrants to a new country.
    It aims to use two languages for classroom
    instruction up until the point at which
    children have developed sufficient oral and
    literacy skills to receive all classroom
    instruction in their second language.
    Early-Exit programs always
    include oral use of the children’s
    native language in the classroom;
    they may or may not include the
    active teaching of literary skills in
    the children’s native language.
    Goals:
    To ensure mastery of grade-appropriate
    academic content
    Facilitate the speedy acquisition of the
    dominant language so that children can
    move into mainstream classrooms within
    three years of program entry.
    LATE-EXIT OR
    MAINTENANCE
    Aim to serve young students who
    are either immigrants to a country
    or who are members of relatively
    large groups within a country and
    who speak a native language
    different from the dominant one.
    GOALS:
     Development of literacy skills in
    both the native language and
    second language.
     Development of academic literacy
    skills in both languages theoretically
    continues for the duration of the
    program.
    IMMERSION
    PROGRAMS
    Aim to immerse students in a
    language different from their
    native language.
    GOALS

    Build strong academic literacy


    skills in that language.
    Give students access to subject
    matter taught entirely through
    the second language
    SECONDARY BILINGUAL
    APPROACHES
    Bilingual programs found at the secondary level
    are usually some variant of early-exit or
    transitional bilingual programs in which the
    students’ native language is used just long
    enough to help them make a transition to the
    socially and politically dominant language which
    they are then expected to use through the rest
    of secondary school.
    POSTSECONDARY
    BILINGUAL APPROACHES
    Bilingual programs for adults in the
    United States have been developed to
    provide short-term, highly focused
    vocational training for special population
    such as refugees who qualify for special
    government support .
    Where there are large numbers of English
    learners who share a native language
    background, native language instruction
    may be included as a part of relatively
    short programs aimed at helping
    participants find employment as soon as
    possible.
    FROM PROGRAM MODELS
    TO QUALITY INDICATORS
    Contemporary discussions of bilingual
    education emphasize the match between
    the characteristics of an educational
    program, the sociocultural context of the
    students it serves, and the resources
    available to support educational efforts.
    All these affect the nature of related
    teacher expertise, choice of
    instructional approach, and outcomes
    to be expected in any instructional
    programs, including bilingual
    approaches.
    AVAILABILITY OF QUALIFIED
    TEACHERS AND OTHER
    SCHOOL STAFF
    Teachers must be both highly
    proficient in at least one languages of
    the program and appropriately
    certified to teach the grade level or
    subject area for which they will be
    responsible.
    SOUND CURRICULUM AND
    INSTRUCTIONAL
    ORGANIZATION
    access to the core curriculum ;
    close articulation of grade and subject
    levels;
    flexible groupings;
    Team teaching;
    Use of meaningful task ;
    Pedagogy that actively involve the
    students in instruction;
    Teaching materials appropriate in
    quantity and quality to subject taught;
    peer and cross-age tutoring;
    Collaborative staff planning;
    Average class size;
    Budget for materials and teacher
    training.
    APPROPRIATE REGULAR
    ASSESSMENT
    Good bilingual programs demonstrate
    a regular and systematic approach to
    assessment of student progress in all
    curricular subjects in the relevant
    language.
    MULTIPLE CHANNELS OF
    PARENT/COMMUNITY
    OUTREACH
    Determine the most effective ways
    to establish and maintain links
    between school-level efforts and
    the activities of students’ families
    and communities
    (McGroarty 1998).
    ONGOING
    CONCERNS
    The implementation of good bilingual
    education programs requires
    concerted efforts on the parts of
    teachers, school leaders, students, and
    families.
    It is often believed that bilingual
    instruction means instruction in one
    non-English language only, when, as
    emphasized in this discussion , the
    bilingual approaches most commonly
    used in the United States always
    involve the use of two languages, one
    of which is English.
    Thank you!

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