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In bilingual education, students are taught in two languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.
Stephen D. Krashen is an American linguist, educational researcher and activist, who is Emeritus Professor of Education at the University of Southern California. He moved from the linguistics department to the faculty of the School of Education in 1994.
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.
Language immersion, or simply immersion, is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including math, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language and L2 being the second language to be acquired through immersion programs and techniques. There are different types of language immersion that depend on the age of the students, the classtime spent in L2, the subjects that are taught, and the level of participation by the speakers of L1.
The Elementary and Secondary Education Act (ESEA) was passed by the 89th United States Congress and signed into law by President Lyndon B. Johnson on April 11, 1965. Part of Johnson's "War on Poverty", the act has been one of the most far-reaching pieces of federal legislation affecting education ever passed by the United States Congress, and was further emphasized by the revised No Child Left Behind Act of 2001.
French immersion is a form of bilingual education in which students who do not speak French as a first language will receive instruction in French. In most French-immersion schools, students will learn to speak French and learn most subjects such as history, music, geography, art, physical education and science in French.
An international school is an institution that promotes education in an international environment or framework. Although there is no uniform definition or criteria, international schools are usually characterized by a multinational student body and staff, multilingual instruction, curricula oriented towards global perspectives and subjects, and the promotion of concepts such as world citizenship, pluralism, and intercultural understanding. Many international schools adopt a curriculum from programs and organizations such as International Baccalaureate, Edexcel, Cambridge Assessment International Education, International Primary Curriculum, or Advanced Placement.
The Bilingual Education Act (BEA), also known as the Title VII of the Elementary and Secondary Education Amendments of 1967, was the first United States federal legislation that recognized the needs of limited English speaking ability (LESA) students. The BEA was introduced in 1967 by Texas senator Ralph Yarborough and was both approved by the 90th United States Congress and signed by President Lyndon B. Johnson on January 2, 1968. While some states, such as California and Texas, and numerous local school districts around the country already had policies and programs designed to meet the special educational needs of elementary and secondary school students not fluent in the English language, this act signaled that the federal government now also recognized the need for and value of bilingual education programs in U.S. public education. In 1969 there was a 50% drop out rate among Mexican American students who struggled to keep up with their English-speaking peers in school; Representative Tony Abril argued that the Bilingual Education Act would reduce this number. Passed on the heels of the Civil Rights Movement, its purpose was to provide school districts with federal funds, in the form of competitive grants, to establish innovative educational programs for students with limited English speaking ability.
English-language learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'.
Dual language is a form of education in which students are taught literacy and content in two languages. Most dual language programs in the United States teach in English and Spanish, but programs increasingly use a partner language other than Spanish, such as Arabic, Chinese, French, Hawaiian, Japanese, or Korean. Dual language programs use the partner language for at least half of the instructional day in the elementary years.
LOTE or Languages Other Than English is the name given to language subjects besides English in Australia, New York City, and other schools. The name evolved from 'heritage language', a term first used to refer to languages other than French and English in Canada. Later modified in relation to Australia to refer to languages other than English. LOTEs have often historically been related to the policy of multiculturalism, and tend to reflect the predominant non-English languages spoken in a school's local area, the idea being to play a part in the maintenance of cultural identities in local communities.
National Nanke International Experimental High School, situated in the Southern Taiwan Science Park (STSP), is a public, co-educational school serving Grades 1 -12. NNKIEH was founded in 2006 in order to ensure a good academic environment for the children of both local Science Park employees as well as foreign high-tech professionals. The school is multi-cultural. Three of the departments are for local Chinese students and adopt the Taiwanese (R.O.C.) national curriculum, while the Bilingual Department serves students in the English-speaking community who seek an American college-preparatory education.
Proposition 227 was a California ballot proposition passed on the June 2, 1998, ballot. Proposition 227 was repealed by Proposition 58 on November 8, 2016.
Intercultural bilingual education(Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system. IBE is designed to address the educational needs of indigenous communities, and consists of various bilingual curriculum designs.
English for Integrated Studies (EIS) is a new model of bilingual education first introduced in the Kingdom of Thailand.
Alma Flor Ada is a Cuban-American author of children's books, poetry, and novels. A Professor Emerita at the University of San Francisco, she is recognized for her work promoting bilingual and multicultural education in the United States.
The International Bilingual School, later International School of Los Angeles (ISLA), was an international bilingual day school in Palos Verdes Estates, California, in the Los Angeles metropolitan area, serving students in Kindergarten through grade 9. It was founded by Tadao Hara. The school later relocated to nearby Torrance.
The Princeton Community Japanese Language School is a Japanese weekend school in the Princeton, New Jersey area. It holds weekend Japanese classes for Japanese citizen children abroad to the standard of the Ministry of Education, Culture, Sports, Science and Technology (MEXT), and it also has classes for people with Japanese as a second language.
Proposition 58 is a California ballot proposition that passed on the November 8, 2016 ballot. Proposition 58 repealed bilingual education restrictions enacted by Proposition 227 in 1998.
Josefina Villamil Tinajero is a Mexican-American educator and author. Her work and writing are focused on bilingual literacy, and improving student outcomes in higher education. Tinajero has served as president of the National Association for Bilingual Education (NABE) and has worked as a professor of bilingual education at the University of Texas at El Paso (UTEP). Tinajero later became the dean of the College of Education at UTEP. According to El Diario de El Paso, she is an expert in bilingual education. She is also a member of the El Paso Women's Hall of Fame.
References
- ↑ "Harvard Junior High student wins National Bilingual Essay Contest". Shaw Local. Retrieved 2023-02-16.
