Types of Dual Language Program
There are four main types of dual language programs, which mainly differ in the population:
- Developmental, or maintenance, bilingual programs. These enroll primarily students who are native speakers of the partner language.
- Two-way (bilingual) immersion programs. These enroll a balance of native English speakers and native speakers of the partner language.
- Foreign language immersion, language immersion or one-way immersion. These enroll primarily native English speakers.
- Heritage language programs. These mainly enroll students who are dominant in English but whose parents, grandparents, or other ancestors spoke the partner language.
The term "dual language" is often used interchangeably with two-way immersion. Other variations on dual language include "dual language immersion," "dual immersion," and "dual enrollment". The term bilingual education has somewhat fallen out of favor among dual language practitioners, but it is still used to refer to any program that uses two languages for instruction.
Dual language programs are different from transitional bilingual programs, where the aim is to transition students out of their native language and, in the United States, into English as quickly as possibly, usually in three years. This is sometimes referred to as subtractive bilingualism since the first language is typically lost as English is acquired. Dual language programs are considered to promote "additive bilingualism", meaning that students' primary language is developed and maintained as a second language is added.
Another type of program that is not considered dual language is foreign language education where students receive less than half a day studying in the partner language, and often only study language arts and literature in that language as opposed to content area subjects such as mathematics, science, and social studies.
Read more about this topic: Dual Language
Famous quotes containing the words types of, types, dual, language and/or program:
“Our children evaluate themselves based on the opinions we have of them. When we use harsh words, biting comments, and a sarcastic tone of voice, we plant the seeds of self-doubt in their developing minds.... Children who receive a steady diet of these types of messages end up feeling powerless, inadequate, and unimportant. They start to believe that they are bad, and that they can never do enough.”
—Stephanie Martson (20th century)
“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults.”
—Loris Malaguzzi (19201994)
“Thee for my recitative,
Thee in the driving storm even as now, the snow, the winter-day
declining,
Thee in thy panoply, thy measurd dual throbbing and thy beat
convulsive,
Thy black cylindric body, golden brass and silvery steel,”
—Walt Whitman (18191892)
“There is no such thing as an ugly language. Today I hear every language as if it were the only one, and when I hear of one that is dying, it overwhelms me as though it were the death of the earth.”
—Elias Canetti (b. 1905)
“The cowboy ... is well on his way to becoming a figure of magnificent proportions. Bowlegged and gaunt, he stands as the apotheosis of manly perfection. Songs, novels, movies, magazines, and operettas have made the least inquiring of us well acquainted with his extraordinary courage, unfailing gallantry, and uncanny skill with gun or lariat. The farmer, meanwhile, sits stolidly on his tractor, bereft of romance and adventure.”
—For the State of Kansas, U.S. public relief program (1935-1943)