Bilingual Education

BILINGUAL MODELS & THEORIES..........................04

Background...........................................06

School District & School Demographics................07

Student Characteristics..............................08

District & School Resources..........................09

Commitment to Language Minority Education............10

Program Factors......................................11

Legal Matters........................................11

ENGLISH AS SECOND LANGUAGE (ESL) MODELS..............12

ESL Pull-Out Model...................................12

ESL Class Period Model...............................13

ESL Resource Center Model............................14

BILINGUAL PROGRAM MODELS.............................15

Early-Exit Bilingual Model...........................15

Late-Exit Program Model..............................15

Two-Way Bilingual Model..............................16

CONCLUSION...........................................17

Preferred Model & Rationale..........................17

REFERENCES...........................................24

In Language, Power, and Pedagogy Jim Cummins (2000) argues that the power relations between dominant and subordinate groups in society (social and political) are transferred to the classroom with respect to bilingual education. Cummins

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entually selected for implementation. In many districts there is a shortage of necessary personnel to implement some forms of bilingual education models, such as the two-way model. As Rennie (1993) explains, “Some districts, faced with a sudden influx of students from one or more unfamiliar language backgrounds, may have to scramble to find qualified teachers or volunteers” (1). Commitment to Language Minority Education The support of administration and personnel is critical for effective implementation of bilingual program models. Not only is such support imperative for success, but it is also important that the commitment comes from various segments of society in addition to the administration and teachers. This must include the commitment of native speaking and minority language student parents as well as taking into consideration political factors. The following aspects of commitment need to be addressed in the formulation of any potential bilingual program model for implementation: Political climate: National, State & Local Parent & Community Needs School District & Community Leadership Knowledge & Understanding of Models Applicable to School District’s Unique Characteristics Ethnic Relations Within School & Commu
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Approximate Word count = 4506
Approximate Pages = 18 (250 words per page)

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