Transitional Bilingual Education Programs
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To the statement that "transitional bilingual education programs are ineffective," I would respond that the success of such programs depends upon a variety of factors. For example, the age of the student group would be an important factor. In this regard, Jang (1995) has noted that there is a tendency for transition programs involving early-childhood-to-elementary school transitions to be more successful than programs where students are older and are making different transitions, e.g. the transition from elementary school to middle school. Jang also points out that the same program itself could vary in success from school to school depending upon differences in a variety of factors. For example, if a school implements a program and supports it with such activities as shared leadership, comprehensive and integrated services, family involvement and empowerment, cultural and linguistic sensitivity, family-sch
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, Jang Mangione, Spanish Cantonese, Chinese NLA, Board Education, References Jang, Service ED, Mangione PL, Assessment Battery, English-as-a-Second-Language ESL, reproduction service ed, reproduction service, eric document reproduction, service ed, bilingual education, document reproduction, elementary school, jang 1995, transitional bilingual education, transitional bilingual, document reproduction service, eric document, education elementary school, board education, education 1992,
Approximate Word count = 618
Approximate Pages = 2 (250 words per page)
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