Dual Language Enrichment Programs
Dual language, two-way immersion programs are additive and equitable for both minority and majority students. The main goal of the dual language program is to create a well-balanced bilingual who is also bicultural and bi-literate (Cloud,Genesee and Hamayan, 2000). Students will be able to continue the development of their native language while obtaining a second language in order to excel academically.
There are two models used in the US and around the world- the 50:50 model and the
90:10 model.
90:10 model
- 90% of the instruction in the minority language
- 10% in the majority language for grades kinder and first.
- As the children progress through the school years the model changes to the 50:50 model
- 50% of instruction is in the minority language and 50% in the majority language.
- Students usually do not receive formal English reading until the 3rd but are exposed to informal English literacy since 1st grade.
50:50 Model
- Balance of the two languages through academic content areas
- 50% instruction in the minority language and 50% instruction in the majority language
The following give you will a more in depth understanding on the importance of dual language education and description of some of the integral components of program implementation.
References:
Baker, C. (2004). Foundations of Bilingual Education and Bilingualism (4th ed.) Multilingual Matters, Clevedon.
Cloud, N., Genesee, F., Hamayan, E. (2000). Dual Language Instruction: A Handbook for Enriched Education.
Building Equitable Two-Way Bilingual Programs (pp. 11-12). Boston, MA: Heinle.
Garcia, O. (2009). Bilingual Education in the 21st Century: A Global Perspective.
Wiley-Blackwell, Oxford.