Assignment: “At this time, you’ll want to read Chapters 1 and 2 of Dual Language Instruction from A to Z before answering these reflection questions: What prior experiences do you have with bilingual or dual language education? Based on your own experiences and your reading of Chapters 1 & 2 of Dual Language Instruction from A to Z, what do you think dual language education should be and look like?”
***Here is the link to chapter 1: https://www.heinemann.com/shared/onlineresources/e04238/duallanguageinstruction-samplechapter.pdf
However, I am working on sending you pictures of chapter 2 as soon as possible.**
**Here is some potentially helpful information that was posted on my canvas board to help you reflect about the topic question.
“Different Models
Some of the different models of bilingual education include:
Developmental Bilingual Education (DBE). Designed to help non-English speakers learn English, as well as to maintain and improve their native or heritage language skills. Content is delivered in English and in the heritage language.
Full or Foreign Language (Second Language) Immersion. Primarily serves native speakers of English in an environment where the target language is used exclusively. Content is delivered in the target language.
Partial Immersion. Primarily serves native speakers of English in an environment where the target language is used for some portion of the day.
Dual Language (DL) or Two-Way Immersion (TWI). Group native speakers of English with native speakers of the target language. The mix is approximately 50% of each group. Content is delivered in the target language and in English.
In this class, we’ll focus on one type of bilingual education—dual language education. One of the texts you’ll read this semester, Guiding Principles for Dual Language Education, tells us that
dual language education is:
A program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and multicultural competence for all students.
Specific programs vary on how instructional time is scheduled between the target language and English, which is described in terms like 90/10, 80/20, 70/30, 60/40, 50/50. The first number indicates the percentage of time that is spent in the target language, and the second number indicates the percentage of time that is spent in English. For example, 90/10 would mean 90% of instruction is in the target language (e.g., Spanish) and 10% in English. How this time is divided up could mean in one school day 90% of the day is allocated to the target language and 10% to English; some programs divide up the week so that there might be alternating days that are devoted to the target language or English (more common for a 50/50 program).”
