|
|
|
|
|
|
Links
|
|
|
 |
|
|
|
|
|
|
|
MABE advocates for instructional programs that promote bilingualism and multiculturalism, an outcome that holds increasing importance in today’s global society. There are cognitive, social, emotional, educational and employment benefits when students are allowed to develop strong competencies in two languages. We disseminate information on research and practice for institutions and professionals who serve students in programs with the goal of developing full bi-literacy for English learners and Native English speakers simultaneously. We provide resources on dual language program options that currently exist. These include early exit or transitional bilingual education, late exit or developmental bilingual education and two-way bilingual education (two-way dual language, two-way immersion, dual immersion dual language). We encourage collaboration among educators, local community and state agencies, and national organizations committed to the mission of bilingualism and multiculturalism for educational success.
|
|
|
|
|
|
|
|
|
|
Dual Language Education
|
|
|
|
Announcements
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Special Instrest
|
|
|
|
|
| Benefits of Learning in Two Language
Posted on Tuesday, June 01, 2010
Gandara, Patricia and Hopkins, Megan, editors. (2010) Forbidden Language, English Learners and Restrictive Language Policies. Multicultural Education Series, Teachers College, Columbia University. Research cite the cognitive benefits of learning in two languages, as well as the added benefits of family cohesion and student self-esteem and identify development that can result from bilingual instruction. (in Chapter 9, Restrictive State Language Policies: Are they Scientifically Based? August, Goldenberg & Rueda, 2010) The ethnic and linguistic diversity in bilingual education programs can promote positive inter-group relations if equal status assumptions are met – that is, if both languages and both groups of students are valued equally in the classroom. (in Chapter 10, Learning in Two Languages, Programs with Political Promise, Zitlali Morales& Aldana, 2010) The multilingual and multicultural environment of bilingual and dual immersion programs can reduce prejudice and promote cross-cultural awareness and friendships. (in Chapter 10, Learning in Two Languages, Programs with Political Promise, Zitlali Morales& Aldana, 2010) In order for bilingual education programs to foster inter-group relations successfully, school policy and teachers pedagogy must be aligned, and school staff and community members must all be included in the design of the program and be committed to the mission of bilingualism. (in Chapter 10, Learning in Two Languages, Programs with Political Promise, Zitlali Morales& Aldana, 2010)
|
|
|
|
|
|
|
|
|
Research, Policy and Practice
|
|
|
|
|
| Descriptions of Bilingual Programs
Posted on Tuesday, June 01, 2010
Early Exit or Transitional bilingual programs teach students to read and sometimes teach other academic subjects in their primary language (the minority language), while also explicitly teaching English. The explicit goal of these early-exit programs is to help students become competent learner in English as quickly as possible and without falling too far behind their English speaking classmates in subject-matter learning. The primary language is use as a bridge, but there is not intention to continue building on the primary language. While biliteracy may be achieved, it is not usually an explicit goal of the program. The advantage of such programs is that they can help to build on existing skills and abilities that students have already achieved in their primary language. (in Chapter 10, Learning in Two Languages, Programs with Political Promise, Zitlali Morales& Aldana, 2010, p. 160 - 161)
Late-Exit or Developmental Bilingual Education programs have the goal of transitioning student out of primary-language and into English-only instruction. Late exit-programs intend for student to be strong readers in two languages and to learn vocabulary in core subjects so that they can learn math, science, and other subjects in more than one language. The goal of late –exit programs is often to “maintain” skills in the primary language, yet evidence suggests that students often begin to transition to English on their own, earlier than the program planned, as they are acutely aware of the program’s goal to transition to English. (in Chapter 10, Learning in Two Languages, Programs with Political Promise, Zitlali Morales& Aldana, 2010, p. 161)
Dual or Two-Way Immersion programs enroll both English-dominant and minority language speakers in the same class. Although the goal is to have 50% English-dominant and 50% minority language speakers, the percentages vary depending on the program and the population of students the school serves. The overall objective of these programs is for both groups of students to become bilingual and bi-literate. Since they are maintenance programs, the minority language never ceases to be used for instructional purposes. (in Chapter 10, Learning in Two Languages, Programs with Political Promise, Zitlali Morales& Aldana, 2010, p. 161- 162)
|
|
| Dual Language Solutions
Posted on Sunday, May 02, 2010
Dual Language Solutions InstituteWest Ed offers a five day institute on dual language. The Institute explores the feasibility of creating or expanding a dual language program. contacts: Marla Perez-Selles mprezezs@WestEd.org or Mary Cazabon mcazabo@WestEd.org
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|