Not all bilingual education programs are structured the same!
When searching for a bilingual education program for your child, here are some things to keep in mind.
The Enrichment Model
The aim of the enrichment model is bilingualism and biliteracy.
Children are encouraged to express themselves in both taught languages, with the goal of the minority language and culture extending itself into the broader community.
A popular interation of The Enrichment Model is the two-way immersion program.
In this setting, children whose first language is the minority language are integrated with children whose first language is the majority language.
Instruction is provided in two languages, one at a time. Children are encouraged to interact with each other in both languages.
The Heritage Model
This model is used to support the rejuvenation of an indigenous language.
Like the enrichment model, the goal of the heritage model is bilingualism and biliteracy. However, the heritage language can take precedence and become the dominant language in the classroom, with the goal of having it take precedence in the broader community as well.
Many languages have been successfully revived using the heritage model, including the Hawaiian language, and the Maori language in New Zealand.
The Maintenance Model
Like the previous models, the aim of the maintenance model is still bilingualism and biliteracy, but to a lesser extent.
The student’s first language is maintained as the basis for second language learning, and the student’s culture and identity are affirmed, but the student’s first language is not expanded upon.
The Transitional Model
The transitional model starts out as bilingual but the aim is monolingualism; the student’s first language is only used in order to teach the second language.
This is the traditional model for children entering school with a first language different from the dominant language: they are given language support in their first language until they are able to understand instruction in the second language, but instruction in their first language is phased out.
What to Look For
- Programs should offer 4-6 years of bilingual instruction
- Academic content should be the same as comparable monolingual programs
- The minority language should be used for instruction at least 50% of the time
- Classes should include a mix of minority and majority native language speakers
- A diversity of curricular offerings such as arts education should be available in both languages
- “Additive bilingualism” should be encouraged: children have the opportunity to learn a second language while continuing to develop proficiency in their first language
Source: “Successful Bilingual and Immersion Education Models/Programs” by Pacific Policy Research Center https://www.ksbe.edu/assets/research/collection/10_0116_pacific.pdf
