Allen, J. Cummins, M. Swain Eds. The Development of Second Language Proficiency. Krashen, S. Lindholm, Kathryn J. San Jose, Calif. Sosa, Alicia. Frank Gonzales, Ph. Comments and questions may be directed via e-mail to feedback idra. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.
Phone: Fax: Cavazos Morgan Craven, J. Janie Daywood Reymundo R. Christie L. Goodman, APR Dr. Paula Johnson Roy L. Johnson, M. Montemayor, M. Celina Moreno, J. Allow students to translanguage. Some of the main benefits of receiving a bilingual education are: Increased cognitive development.
Better academic achievement. Improved memory. Resistance to dementia. Increased economic opportunities. Improvements in the executive function of the brain. Your email address will not be published. Skip to content. What is a two way bilingual program? What is one of the benefits of a two way bilingual dual language program? What is the difference between one way and two way dual language? What is meant by bilingual education? Fairfax County also has elementary French and Japanese immersion programs that are not two-way because they have no native French or Japanese speakers learning English.
The proportion of English and non-English speaking students should allow the representation of a sufficient number of models for each language group, facilitating adequate cross-language interaction among students. This figure is based on research findings that show that second language or bilingual proficiency, although not necessarily native-like proficiency, can be attained in this amount of time.
It is influenced by the availability of qualified teachers, the separation of languages for instruction, and other program goals.
Staffing patterns include both self-contained classrooms or team teaching arrangements. In self-contained classrooms, a bilingual teacher, with or without the assistance of a bilingual aide, plans and delivers instruction in two languages for one classroom of students. In team teaching, two teachers, at least one of whom is bilingual, work together to provide individual and small group instruction, according to language and subject matter.
One teacher may be a bilingual resource teacher. Some programs begin with instruction equally divided between English and the second language. Common methods for separating languages include the following: 1 division by time, where instruction in either language can occur during half-day, alternate day, or alternate week intervals; 2 content specific, where language for instruction varies by subject matter, and where the content may be taught in one language one year and in the other language the following year and 3 team teaching, where each teacher consistently provides instruction in one of the two languages.
In whole school settings, all students in a particular school are enrolled in the two-way program. Program implementation usually occurs in stages. In the first year, the program may include only kindergarten. Every year, an additional grade is added. In strand settings, the developmental program takes place in one classroom for each grade level. In magnet school settings, one school draws students from throughout the district to participate in the program.
Admission may be selective or open. In recent years, there has been increased interest in the challenge of educating language minority youth.
Of special interest is the provision of funds by the U.
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