INTRODUCTION.........................................02
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 (2000) argues that interactions among educators, students, parents, and community groups “either reinforce coercive relations of power or promote collaborative relations of power” (44). The first kind of power relations support and assimilationist approach to bilingual education, while the second kind reinforces the multicultural approach. The former evolves into subtractual bilingualism while the latter evolves into additive bilingualism. Cummins’ worldview encompasses the additive bilingualism orientation, but within his theories we se...