One-Way and Two-Way Programs
The goals of the one-way and two-way dual language models is to create well-balanced bilinguals. The one-way and the two-way programs are both effective and will create well balanced bilinguals if implemented correctly. Teachers, students, parents, administrator and community must believe and understand on the program's philosphy in order to obtain the success intended by the program.
One -Way
- Imbalance of student population based on native language
-Instruction will begin 90% in L1 and 10% in L2; gradually students will be receiving 50%/50%
instruction in both languages
-L1 and L2 are taught at academic level
-Learning Centers (Pre-k-2nd)
-Resource Centers (3rd-5th)
-ELLs reach bilingualism, biliteratcy, and bicultural
- Five -Eight years to close achievement gap
Two - Way
- Student population consist of approximately 50% Native English speakers and 50% English Language Learners
-Instruction is 50%/50% in L1 and L2 from Pre-k - 5th
-L1 and L2 are taught at academic level
-Learning Centers (Pre-k-2nd)
-Resource Centers (3rd-5th)
-ELLs reach bilingualism, biliteratcy, and bicultural
- Students are able to assist each other through Bilingual Pairs
- Five - Seven years to close achievement gap
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.
Boston, MA: Heinle.
Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell, Oxford.
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.
Boston, MA: Heinle.
Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell, Oxford.