Sofia Monzon

Bi-Literacy Strategies for Second Language Learners

Dr. Gomez, Summer 2014, UST

Activity # 1, Elements of Weak and Strong Bilingual Programs in the US
In the actuality, there are many programs that have been implemented to work and try to
meet the needs of English Language Learners (ELLs) in the United States.
As far as what Bilingual Education refers to, there has been extensive research done in
the last couple of years, proving the effectiveness or inefficiency of the different programs that
have been implemented to support bilingual students. Some programs change certain aspects to
accommodate the schools or districts demands, but in general, the bilingual programs that are
being used in the United States are: Early-Exit Bilingual (Transitional), Late-Exit
(Maintenance/Developmental), Dual Language (One-Way, Two-Way), Structured English
Immersion (SEI), and ESL (different models). Although SEI and ESL are not exactly
bilingual programs in essence, they are included in this discussion, with the purpose to
compare and contrast the different elements of the main programs used in the US to support
ELLs.

Strong Bilingual Programs
Program Characteristics
Two- Way
Dual Language
Students Participating: ELLs or minority language students
and English native speakers
Program Nature: Enrichment and Additive
Program Length: Long term, six or more years
Language Outcomes: Full proficiency in English and another
language
Other Features: Builds bilingualism, bi-literacy, and
biculturalism; fully closes achievement gap; different models
Sofia Monzon
Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
according to initial language instruction: 90/10, 80/20, and
50/50; serves both, language minority and majority students.
One-Way Dual
Language
Students Participating: ELLs or minority language students
Program Nature: Enrichment and Additive
Program Length: Long term, six or more years
Language Outcomes: Full proficiency in English and another
language
Other Features: Builds bilingualism, bi-literacy, and
biculturalism; fully closes achievement gap; different models
according to initial language instruction: 90/10, 80/20, and
50/50.
Late-Exit
(Maintenance/
Developmental)
Students Participating: ELLs or minority language students
Program Nature: Enrichment and Additive
Program Length: Long term, four to six years
Language Outcomes: Full proficiency in English and partial to
full proficiency in another language
Other Features: Builds bilingualism and bi-literacy; almost
closes the achievement gap.


Weak Bilingual Programs
Program Characteristics
Early-Exit
(Transitional)
Students Participating: ELLs or minority language students
Program Nature: Remedial and subtractive
Program Length: Short term, two or three years
Language Outcomes: Minimal proficiency in English
Other Features: The early nature of this program does not allow
sufficient time for the student to develop academic language.
The students in this program do not benefit from possible
transfer of language skills from native to second language.
Structured
English
Students Participating: ELLs or language minority students with
different backgrounds
Sofia Monzon
Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST
Immersion
(SEI)
Program Nature: Remedial and subtractive
Program Length: Short term, one to two years
Language Outcomes: Minimal proficiency in English
Other Features: English only orientation, not specific ESL
instruction. Teachers are ESL certified but not required to be
Bilingual. Use of first language (if available) may be used for
clarification purposes only.
Sheltered
English
Immersion
Students Participating: ELLs or language minority students with
different backgrounds
Program Nature: Remedial and subtractive
Program Length: Short term, one to two years
Language Outcomes: Minimal proficiency in English
Other Features: English only orientation; instruction focuses on
content rather than language.
ESL
Content/
Sheltered
Instruction
Students Participating: ELLs or language minority students with
different backgrounds
Program Nature: Remedial and subtractive
Program Length: Short term, two to three years
Language Outcomes: Minimal proficiency in English
Other Features: English only orientation. Different models with
different strategies: ESL Pull Out, ESL Class or Period, and/or
ESL Resource Center; no academic support in native language.


Sofia Monzon
Bi-Literacy Strategies for Second Language Learners
Dr. Gomez, Summer 2014, UST

References

Rennie, J. (1993, September). ESL and Bilingual Programs. Center for Applied Linguistics,
CAL. Retrieved from http://www.cal.org/resources/digest/rennie01.html

Roberts, C. A. (1995). Bilingual Education Program Models: A Framework for Understanding.
The Bilingual Research Journal. 19, 369-378. Retrieved from
http://www.ncela.us/files/rcd/be021127/bilingual_education_program.pdf

Thomas, W. P., Collier, V. P. (2012). Beginnings. Defining dual language education.
Chapters 2 and 3. Dual language education for a transformed world. Albuquerque, NM.
Fuente Press.