Social Skills the student learned in the educational system of his home country will lower his affective filters in the new learning environment and facilitate his acquisition of English.

The student's primary-language skills will hinder second-language acquisition because they take up cognitive resources the student needs for learning English.

The linguistic concepts and learning strategies the student has already learned in the educational system of his home country will enhance and support his English language development.

Divergent educational approaches between the two educational systems will require that the student undergo an extended period of school orientation before beginning to study English.

Students will be more likely to pay attention in class and to complete their assignments on time.

Students will be more likely to grasp new concepts that are grounded in their day-to-day life experiences.

Students will be more likely to transfer linguistic knowledge from their primary language to the target language.

Students will be more likely to explore classroom topics further at home or in the community.

use the primary language as much as possible when interacting with the child, as that will help the child's overall language development.

have the child serve as a translator for family members, as that will help the child learn the major differences between the two languages.

ask the child to tutor family members in the target language, as that will help reinforce the child's understanding of the language.

enroll the child in additional language classes outside of school to improve proficiency.

preparing teachers at the school to conduct their own research on new ideas for bilingual education.

reflecting actively on teaching practices and considering a variety of viewpoints when planning bilingual education instruction.

identifying problematic areas of bilingual education at the school that need to be addressed by all teachers.

implementing the newest techniques and strategies for bilingual education at their schools.

Writing a summary of the passage in their primary language.

Discussing the passage in their primary language.

Translating the passage into the target language.

Creating a visual representation of the passage's main ideas.

Talking about their expectations of what they will find out in the passage before they begin reading.

Highlighting any unfamiliar vocabulary and expressions they find in the passage and discussing their possible meanings.

Answering a series of questions about the information that was presented in the passage.

Creating graphic organizers showing the connections between different ideas they encountered in the passage.

Allowing them to compare their target-language abilities with the abilities of other students.

Providing them with an opportunity to practice communicating in different language registers.

Giving them a chance to use the language in a meaningful and purposeful manner.

Helping them use technological tools such as spell-checking software to verify their language usage.

helping them understand the relationship between culture and language.

focusing their attention on learning new vocabulary words used by their classmates.

raising their awareness of the differences and similarities between their various home cultures.

helping them create connections between previous knowledge and experiences and new content.

Teachers can devote time to focusing on students' language skill development during the school year.

Students rely less on formal primary- and target- language interactions with the teacher.

Teachers can track development of students' primary and target languages in varying contexts.

Guiding students to use context cues to understand unfamiliar words they encounter in the text.

Simplifying the content of the text to remove as many of the potentially unfamiliar words as possible.

Giving students a glossary of the words and asking them to look up the meanings of any unfamiliar words they encounter in the text.

Replacing the potentially unfamiliar vocabulary words with words that are used in the standard form of the language.

a)support   the   student   in   acquiring   the   dialect   of   the   class   in   order   to   have   smooth   communication between   all   children.

b)ask   the   student’s   parents   to   expose   him   or   her   to   more   media   in   the   class’s   dialect   so   that   he   or   she acquires   it   at   home.

c)allow   the   student   to   continue   to   speak   in   his/her   dialect   and   seek   out   printed   materials   that   utilize   it, thus   validating   the   student’s   home   culture.

d)allow   the   student   to   continue   to   speak   his/her   dialect   and   assume   that   he/she   will   acquire   the   dialect of   the   class   with   time.

True

False

contains   books   that   reflect   the   backgrounds   of   the   students   in   the   class   as   well   as   of   other   cultures.

contains   books   that   primarily   reflect   mainstream   culture   so   that   students   can   become   acculturated while   they   read.

through   active   and   meaning-oriented   use.

through   sequenced   instruction   that   builds   in   difficulty.

through   practice   of   at   least   one   uninterrupted   hour   per   day.

through   implementation   of   21st-century   media   and   technology.

to   replace   the   home   language   with   the   target   language.

to   have   students   maintain   and   continually   increase   fluency   in   their   home   language   while   adding   on and   eventually   mastering   a   second   language.

instruction   in   50%   the   primary   language   and   50%   in   the   target   language.

instruction   in   10%   the   primary   language   and   90%   in   the   target   language.

instruction   in   90%   the   primary   language   and   10%   in   the   target   language.

instruction   in   75%   the   primary   language   and   25%   in   the   target   language.

additive

subtractive

interlanguage

additive   language

code-switching

subtractive   language

Mendez   v.   Westminster

Proposition   227

Castañeda   v.   Pickard

Lau   v.   Nichols

create   a   minimum   of   three   dual   immersion   programs   in   every   California   school   district.

create   an   educational   system   similar   to   international   ones   that   result   in   every   student   speaking   two or   three   languages   by   the   time   they   graduate   high   school.

implement   programs   that   would   have   students   with   limited   English   proficiency   moved   to   English-only classes   as   soon   as   possible.

support   bilingual   education   with   new   funding   from   a   gasoline   tax.

respect   the   teacher’s   expertise   and   comply   with   his   or   her   teaching   style.

be   viewed   as   a   resource.

be   able   to   demonstrate   that   all   adults   in   the   family   are   literate   before   enrolling   the   child   in   a   bilingual program.

be   invited   to   drop   in   at   any   time   to   observe   what   occurs   in   a   bilingual   program.

allows   the   students,   and   not   always   the   teacher,   to   be   the   center   of   lessons.

ensures   that   repetition   will   result   in   mastery.

ensures   that   students   enjoy   themselves   while   they   learn.

allows   students   to   access   the   material   from   various   pathways.

repeating   directions

modeling

scaffolding

publishing   student   work

views   the   primary   language   as   an   asset.

views   the   primary   language   as   a   deficit   that   will   impede   learning   of   the   target   language.

views   the   target   language   as   superior   because   it   is   the   language   of   education   and   employment.

True

False

emotional   inhibitors   to   learning,   such   as   anxiety,   low   self-confidence,   and   negative   associations.

any   teaching   strategy   that   seeks   to   eliminate   anxiety   and   negativity   from   a   lesson.

any   cognitive   difficulty   that   can   result   in   a   student   receiving   special   education   services   while   enrolled in   a   bilingual   program.

dual   immersion

subtractive

additive

alternate   day

memorize   and   repeat   it

re-narrate   it   in   their   own   words

write   it   out   as   a   dictation

fill   in   a   cloze   activity   based   on   it

additive   speech

scaffolding

register

metalinguistic

in   a   regimented   manner,   so   students   with   anxiety   can   know   when   to   expect   it.

as   often   as   possible.

only   during   activities   that   require   group   participation.

when   the   teacher   has   finished   the   lecture   or   introduction.

small-group   presentations

partner   work

reading   aloud   in   small   groups

dialogue   journaling   with   the   teacher

speak   fluently   with   peers   and   teachers.

begin   to   lose   their   primary   language.

fluently   read   textbooks   in   the   target   language.

write   in   a   journal   in   the   target   language.

undesirable   because   it   inhibits   learning   of   the   target   language

acceptable   and   to   be   expected

acceptable   if   the   student   has   had   fewer   than   five   years   of   bilingual   instruction

undesirable   because   people   beyond   the   classroom   might   not   understand   the   students.

a   bilingual   person   is   completely   and   equally   fluent   in   two   languages.

a   bilingual   person   probably   uses   different   languages   in   different   situations   and   cognitively   keeps them   separate.

a   bilingual   person   is   competent   in   both   languages,   with   competency   being   a   spectrum.

a   bilingual   person   can   speak   two   languages   with   equal   fluency   but   probably   reads   well   in   only   one.

True

False

decreases   if   a   person   learns   a   second   language   after   about   age   5.

decreases   slightly   in   bilingual   people.

increases   most   when   a   person   learns   a   second   language   after   age   12.

increases   in   any   person   who   is   bilingual   or   multilingual.

STEM   books   with   illustrations

songs   from   popular   culture

current   children’s   movies   with   a   variance   of   register

posters   listing   classroom   rules   and   expectations

True

False

leveled   for   sequenced   learning.

written   specifically   for   second-language   learners.

authentic,   such   as   magazines,   books,   and   websites   from   the   target   language’s   media.

scaffolding

dual   instruction

skill   acquisition

additive   instruction

Translation is the process of converting text or spoken words from one language into another.

“....Drawback about translating Sometimes some words do not have direct translations. Some dialects or registers might not be present in other languages.

”

translation can be a powerful learning tool, helping you build vocabulary, understand grammar, and gain insights into both the language and its cultural context.

Students can grasp the meaning of unfamiliar words more quickly when presented in context. Guiding students to use context cues for understanding unfamiliar words also promotes the development of their reading comprehension skills.  

• Repetition and Review:

  • How: Regularly revisit the new vocabulary through quizzes, discussions, and writing exercises.

  • Why: Repetition helps reinforce and solidify the new words in students' memory.

Have the student participate in dialogue journaling with the teacher.

• forcing Participation:

  • Insisting that the student speak in front of the class or pressuring them to answer questions immediately.

Ignoring the Issue:

• Avoiding addressing the student's reluctance to talk and continuing with regular instruction.

Bilingual students might not be equally proficient in both languages.

Learning complex subjects in a language that is not their strongest can be difficult.

• They have better executive function - it is easier for them to switch from one activity to another

Managing and using two languages can be overwhelming, especially if one language is used predominantly at home and another at school.

show just material in the target language

Classroom Rules in Multiple Languages- Bilingual Labels and Signs- flags etc.

NOT SURE

he teacher abandons the instructional materials and uses discussions and other forms of replacement.

Use materials in the target language and supplement them with illustrations from materials in the primary language.

Use materials in the primary language and translate them. 

having to do with the process of thought

the teacher models something to walk students through the thought process behind it. To model writing a paragraph, for example, the teacher would actually write a paragraph in front of students, going through the steps out loud, possibly with participation from the students ("Where should I start writing the first word? Yes, I start here. I'm indenting so the reader knows it's a new paragraph.") Modeling is especially important in a bilingual-education setting.

learning a second language and maintaining fluency in one's first language

learning a second language and having it replace your first language in all or most settings

Provide parents with information about nearby libraries that might have relevant materials.

It is important to be inclusive. Ask parents to create materials for you to use in your classroom or have your students create their copies and display their work

Another term for a subtractive program that will move ELLs to English-only instruction in mainstream classrooms within a planned amount of time.

“Two-way dual language programs are made up of ELLs fluent in the partner language and English-speaking peers.”

The goal is that “all students become bilingual, bicultural and bi-literate”

Dual Immersion is a type of two-way immersion. A common type of dual immersion is 90/10 - 90% of instruction is taught in the mother tongue and 10% is taught in the target language (Eng.). This usually happens in K and 1st.

As it sounds, the class language switches back and forth by day. This situation may have 2 teachers, one for each language.

the ability to analyze your own thought processes; the ability to think about how you think or know about how or why you know (Metacognitive abilities increase with bilingualism.)

Metalinguistic skills increase for bilingual individuals. Bilingual individuals are constantly aware of when and how they are using different languages.

breaking down content so that a big topic is taught in a series of increasingly-challenging steps, not moving on to the next step until students fully understand the previous. For example, to teach photosynthesis to young children, you would not start off with that term and its associated chemical reactions. You would begin by asking students what they know and want to know about plants, then observing parts of a plant, identifying parts of a plant, bringing in surrounding factors like soil and sunlight, and eventually culminating with photosynthesis. Scaffolding is good teaching in any setting, but it is a favorite term in bilingual education.

Learn other students’ dialect

1. Become accustomed to the other student’s dialect

No practice

In home practice what would be ideal?

• Greater understanding of other world cultures

• Increased empathy

CALL, an abbreviation for Computer Assisted Language Learning, is an interactive method of instruction that helps learners achieve their goals of learning, at their own pace and ability. In this method, computer technology is used in teaching/learning procedures at all stages such as presentation, practice and feedback.

Skilful readers pay no conscious attention to the way words are written - they don't sound out each word or dissect the composition of a paragraph.

1. CALP is the language needed to perform school tasks successfully. 

CALP provides the human brain with necessary tools to systematically categorize, compare, analyze, and accommodate new experiences, a cognitive toolbox—the in-depth knowledge that characterizes the well-educated individual in a complex modern society.

1. Conversational skills have been found to approach native-like levels within two years of exposure to English, but five or more years may be required for minority students to match native speakers in CALP

1. Use worksheets, lectures and group discussions with no illustrations

1. Use a book with primary vocabulary in the primary language

Acquire cognitive something

1. Academic achievement

1. 50/50 in both primary in target language

1. Maintain primary language

1. Between primary and target language, but not both languages in the same sentence

1. Alternate between primary and secondary language, or secondary into primary

1. Groups create maps and clusters

Create a website of resources

Activating prior knowledge and day to day life experiences

adding music

the "sink or swim" method of putting non-native speakers directly into English-only instruction with no ELD support (This method results in lower academic achievement and higher drop-out rates.)

Metacognition - the ability to analyze your own thought processes; the ability to think about how you think or know about how or why you know (Metacognitive abilities increase with bilingualism.)

to access instruction, gain knowledge, grow as an individual, and to participate in the academic and socializing environments

This is most evident when confronted with the learning of a new skill. For instance, reading a technical manual about computers - or any task where the language is difficult or unfamiliar.

Ask for a translator

NOT SURE ABOUT THIS ONE

1. Have the teacher discuss info for parents

1. Have the child read the information in the primary language

1. Transfer to English only

Student Needs

Learning Goals

Teaching Methods

Engagement

Assessment

Feedback

Fun

entertainment

Understanding Language

Improving Communication

Learning Other Languages

So, metalinguistic benefits are like getting extra skills in understanding and using language better.

With the reduction in the cost of computers, most educational institutions can afford to have computer systems. A computer lab is nowadays seen as an essential requirement in any educational institution because of the increased awareness among the students, teachers and managements.

Students will be able to understand different dialects

skip the book

a federal program that provides funding for professional learning for educators and school leaders.

Title I focuses on supporting low-income students specifically, Title IV provides more general funding to improve schools and educational programs overall.

1. Have students recite their own poem

2. Have someone write a poem about their culture

2. Ask someone in the community

2. Encourage parents to form a group in school and make comments, edits or additions to the cite

1. Have students create collages and give out to people in the community

1. Write a letter in the target and primary language for parents and the community and how they can benefit from the page

1. Send the results of the test and an explanation

1. A letter from the principal with an explanation

2. Ask for extension or  waiver

CELDT stands for California English Language Development Test. It was an assessment used in California to evaluate the English language proficiency of students whose primary language was not English. The CELDT was replaced by the English Language Proficiency Assessments for California (ELPAC) in 2018. The ELPAC continues the role of assessing English language proficiency in California schools.

 tested students' abilities in listening, speaking, reading, and writing on primary language

he 1968 Act you're referring to is the Bilingual Education Act, which is often cited in discussions about bilingual education policies. This act is not directly related to Title I or Title VII of the Elementary and Secondary Education Act (ESEA) of 1965, but it is closely connected to Title VII.

prohibits employment discrimination based on race, color, religion, sex and national origin.

Another term for a subtractive program that will move ELLs to English-only instruction in mainstream classrooms within a planned amount of time.

Dual immersion - Both the primary language and the target language are taught. A common model is to start in kindergarten with 90% of instruction in the primary language and 10% in the target and work up to 50/50 in higher grades. This type of program is often a mix of English Language Learners and students who speak the target language at home. The goal is that both groups become bilingual, biliterate, and bicultural.

Primary language (L1) = Student's language since birth

Target language (L2) = Language student is learning

We believe that all students should learn or maintain at least one world language in addition to English. Therefore, language learning should be a central part .

 is a perspective on bilingualism that views having skills in more than one language as a disadvantage or a problem. This approach tends to focus on the perceived deficiencies and challenges associated with bilingualism, rather than recognizing it as a valuable asset. 

For example, in educational settings, a deficit bilingual approach might emphasize the difficulties bilingual students face, such as language barriers or lower academic performance, without appreciating their ability to communicate in multiple languages. This contrasts with a strength-based approach, which celebrates bilingualism as a positive attribute and leverages it to enhance learning and cultural understanding.

Two views of bilingualism are presented—the monolingual or fractional view which holds that the bilingual is (or should be) two monolinguals in one person, and the bilingual or wholistic view which states that the coexistence of two languages in the bilingual has produced a unique and specific speaker-hearer.

Dialect - (from merriam-webster.com) "a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language". In bilingual education it is important to recognize and respect dialects of a language and, if degree of difference impedes learning, try to use materials in a student's home dialect. A simple example in bilingual education would be avoid a children's story book filled with Spain's vosotros forms if your population is of Mexican or Central American heritage.

A language refers to one language.

In Williams v. California, the case was about improving education. The court ruled that California had to fix serious problems in its schools, like poor facilities and inadequate resources, because these issues were harming students' education.

was a United States Supreme Court case in which the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964.

was tried in the United States District Court for the Southern District of Texas in 1978. This case was filed against the Raymondville Independent School District in Texas by Roy Castañeda, the father of two Mexican-American children.

was a United States Supreme Court case in which the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964.

was a United States Supreme Court case in which the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964.

• (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy;

• (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and

• (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome?

the "main take away" is that the Bilingual Education Act (BEA), Title VII of the Elementary and Secondary Education Act of 1968, was the first piece of 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 signed by President Lyndon B. Johnson on January 2, 1968. As such, it was the first federal legislation signed into law in the 1968 calendar year. The bill was passed as Title VII, an amendment to the Elementary and Secondary Education Act (ESEA). While many states such as California and Texas already had local and state policies to help language minority students, the BEA established the first federal policy aiding students of LESA. 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. While the BEA addressed all linguistic minorities in the country, the passage of the act was spearheaded by Spanish speakers

• Requires California public schools to teach LEP students in special classes that are taught nearly all in English. This provision had the effect of eliminating "bilingual" classes in most cases.

• Shortens the time most LEP students stay in special classes.

• Proposition 227 eliminated most programs in the state that provided multi-year special classes to LEP students by requiring that (1) LEP students should move from special classes to regular classes when they have acquired a good working knowledge of English and (2) these special classes should not normally last longer than one year.

• Required the state government to provide $50 million every year for ten years for English classes for adults who promise to tutor LEP students

• Requires California public schools to teach LEP students in special classes that are taught nearly all in English. This provision had the effect of eliminating "bilingual" classes in most cases.

• Shortens the time most LEP students stay in special classes.

• Proposition 227 eliminated most programs in the state that provided multi-year special classes to LEP students by requiring that (1) LEP students should move from special classes to regular classes when they have acquired a good working knowledge of English and (2) these special classes should not normally last longer than one year.

• Required the state government to provide $50 million every year for ten years for English classes for adults who promise to tutor LEP students

the "main take away" is that the Bilingual Education Act (BEA), Title VII of the Elementary and Secondary Education Act of 1968, was the first piece of 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 signed by President Lyndon B. Johnson on January 2, 1968. As such, it was the first federal legislation signed into law in the 1968 calendar year. The bill was passed as Title VII, an amendment to the Elementary and Secondary Education Act (ESEA). While many states such as California and Texas already had local and state policies to help language minority students, the BEA established the first federal policy aiding students of LESA.

brought an end to school segregation in California and supported later civil rights struggles to end all segregation nationally.

The Elementary and Secondary Education Act 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 the most far-reaching federal legislation affecting education ever passed by the United States Congress.

• the main "take away is" that the case established a three-part test to evaluate the adequacy of a district's program for ELL students:

  • (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy;

  • (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and

  • (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]Links to an external site.

Williams v. State of California was a 2004 Superior Court case that sought to ensure that all California public school students had equal access to instructional materials, safe and well-maintained facilities, and qualified teachers. The case was named after Eliezer Williams, a middle school student at the time who was about to enroll at Balboa. The lawsuit was based on complaints from public schools, including classrooms that were too hot, math classes interrupted by rats, and students who went years without being able to take textbooks home

learning a second language and maintaining fluency in one's first language

English Language Learner. If you studied education before about 2005, it was more common to use the term "ESL students" ("English as a Second Language"). The federal government still uses ESL in some of its wording on equity, but California and its districts now use ELL.

as it applies to the test, cognition is the process of thinking and acquiring knowledge

Outside elements that affect a student's ability to take in and acquire language. High affective filter means stress and anxiety; low affective filter means the student feels comfortable and safe in his/her environment. A low affective filter means a student is ready to learn and will be more likely to take risks in language production. 

as it applies to the test, cognition is the process of thinking and acquiring knowledge

Switching between two languages during the course of speech. People may code-switch with just a word, a clause, or with entire portions of a conversation. True code-switching can only take place when people are functionally fluent in two languages or dialects. It is not code-switching, then, when a student inserts an L1 word into an L2 sentence because he/she did not know how to say it in L2. Code-switching should be recognized and appreciated by bilingual educators. Code-switching also refers to intentional changes in register within a language, but that is not how the term applies to bilingual education and therefore this test.

English Language Learner. If you studied education before about 2005, it was more common to use the term "ESL students" ("English as a Second Language"). The federal government still uses ESL in some of its wording on equity, but California and its districts now use ELL.

True code-switching can only take place when people are functionally fluent in two languages or dialects. It is not code-switching, then, when a student inserts an L1 word into an L2 sentence because he/she did not know how to say it in L2. Code-switching should be recognized and appreciated by bilingual educators. Code-switching also refers to intentional changes in register within a language, but that is not how the term applies to bilingual education and therefore this test.

If you studied education before about 2005, it was more common to use the term "ESL students" ("English as a Second Language"). The federal government still uses ESL in some of its wording on equity, but California and its districts now use ELL.

"a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language". In bilingual education it is important to recognize and respect dialects of a language and, if degree of difference impedes learning, try to use materials in a student's home dialect. A simple example in bilingual education would be avoid a children's story book filled with Spain's vosotros forms if your population is of Mexican or Central American heritage.

speech or writing appropriate for a particular audience. We change register when we speak to friends and then speak to our boss, or when we address a room of professionals vs. giving an informal speech at a gathering of friends. Learning command of register is a higher-level skill in language acquisition. In English, for example, since we don't have a formal "you," we indicate  a formal register with our choice of vocabulary, careful command of grammar, and tone and cadence indicating respect when speaking to an authority.

Spain's vosotros forms if your population is of Mexican or Central American heritage.

as it applies to the test, cognition is the process of thinking and acquiring knowledge

In English, for example, since we don't have a formal "you," we indicate  a formal register with our choice of vocabulary, careful command of grammar, and tone and cadence indicating respect when speaking to an authority.

as it applies to the test, cognition is the process of thinking and acquiring knowledge

having to do with the process of thought

the ability to analyze your own thought processes; the ability to think about how you think or know about how or why you know (Metacognitive abilities increase with bilingualism.)

having to do with the process of thought

the ability to analyze your own thought processes; the ability to think about how you think or know about how or why you know (Metacognitive abilities increase with bilingualism.)

the ability to think about language, how it functions, how it works, and how to change register when necessary (Metalinguistic skills increase with bilingualism)

the ability to think about language, how it functions, how it works, and how to change register when necessary (Metalinguistic skills increase with bilingualism)

- the teacher models something to walk students through the thought process behind it. To model writing a paragraph, for example, the teacher would actually write a paragraph in front of students, going through the steps out loud, possibly with participation from the students ("Where should I start writing the first word? Yes, I start here. I'm indenting so the reader knows it's a new paragraph.") Modeling is especially important in a bilingual-education setting.

the teacher models something to walk students through the thought process behind it. To model writing a paragraph, for example, the teacher would actually write a paragraph in front of students, going through the steps out loud, possibly with participation from the students ("Where should I start writing the first word? Yes, I start here. I'm indenting so the reader knows it's a new paragraph.") Modeling is especially important in a bilingual-education setting.

breaking down content so that a big topic is taught in a series of increasingly-challenging steps, not moving on to the next step until students fully understand the previous. For example, to teach photosynthesis to young children, you would not start off with that term and its associated chemical reactions. You would begin by asking students what they know and want to know about plants, then observing parts of a plant, identifying parts of a plant, bringing in surrounding factors like soil and sunlight, and eventually culminating with photosynthesis. Scaffolding is good teaching in any setting, but it is a favorite term in bilingual education.

=- the "sink or swim" method of putting non-native speakers directly into English-only instruction with no ELD support (This method results in lower academic achievement and higher drop-out rates.)

- learning a second language and having it replace your first language in all or most settings

- learning a second language and having it replace your first language in all or most settings

the "sink or swim" method of putting non-native speakers directly into English-only instruction with no ELD support (This method results in lower academic achievement and higher drop-out rates.)

- Both the primary language and the target language are taught. A common model is to start in kindergarten with 90% of instruction in the primary language and 10% in the target and work up to 50/50 in higher grades. This type of program is often a mix of English Language Learners and students who speak the target language at home. The goal is that both groups become bilingual, biliterate, and bicultural.

- As it sounds, the class language switches back and forth by day. This situation may have 2 teachers, one for each language.

A subtractive program is any that works toward having the target language take the place of the primary language at school. All-English instruction is the goal, whether as soon as possible or within 3 or 4 years.

- Both the primary language and the target language are taught. A common model is to start in kindergarten with 90% of instruction in the primary language and 10% in the target and work up to 50/50 in higher grades. This type of program is often a mix of English Language Learners and students who speak the target language at home. The goal is that both groups become bilingual, biliterate, and bicultural.

- the concept that ELLs will maintain (and grow in) their primary language while also learning the target language. Dual immersion is a type of maintenance education.

- A subtractive program is any that works toward having the target language take the place of the primary language at school. All-English instruction is the goal, whether as soon as possible or within 3 or 4 years.

- the concept that ELLs will maintain (and grow in) their primary language while also learning the target language. Dual immersion is a type of maintenance education.

- Another term for a subtractive program that will move ELLs to English-only instruction in mainstream classrooms within a planned amount of time.

- Another term for a subtractive program that will move ELLs to English-only instruction in mainstream classrooms within a planned amount of time.

A subtractive program is any that works toward having the target language take the place of the primary language at school. All-English instruction is the goal, whether as soon as possible or within 3 or 4 years.

Majority language students learn minority language. Works better if there is high incentive (economic, social) for students to learn language.

1. to access instruction, gain knowledge, grow as an individual, and to participate in the academic and socializing environments

Starts with 100% immersion in L2. Uses SDAIE or sheltered instruction as instructional methodology.