Bilingual Proposal and Plan
Introduction
This proposal presents the implementation of the transitional bilingual program by specifying the overarching goals and programs followed in achieving them. They become early-exit programs when learners receive instructions for up to two years and late-exit programs when learners get the bilingual instructions during the elementary stage. The latter typically takes place up to the sixth grade. During those programs, English proficient is often the primary long-term goal. Late-exit programs are associated with accelerated academic gains (Ray-Subramanian, 2011). In this proposal, the focus is on the integration of English and Spanish speakers. It introduces the key players in the programs, such as the teachers, staff, administrators, parents, and the community. This bilingual program proposal integrates instructional structures by offering literacy to students through deploying two languages. The goal is to enhance biliteracy and bilingualism.
Objectives
To ensure that students attain the goals stipulated in the grade-level standards. While there exist different purposes based on the set bilingual programs, the mentioned goal is a shared milestone in all of them.
Enhance the cultural understanding of both English and Spanish language. This is important because it facilitates cultural integration into the languages and aids in properly utilizing language concepts based on the context.
Structure of the Program
The program is structured to address:
The significance of time. A bilingual education system, just like other education programs, is structured to run over a specified period. For example, the early exit occurs up to two years, and the late exit progresses to the elementary phase (Ray-Subramanian, 2011; Edwards, 2015).
Best time of the day for work- Scheduling for learning is determined by the teachers, administrators, and students. Here, it is essential to highlight that assessments are done to determine the strengths and weaknesses of the students during the intake phase. Parents are also involved, and this helps in structuring a learning road map.
Ambiguities. Cultural diversities primarily govern this. For this reason, teachers should be bilingual and bi-literate.
Size of the workgroup-The administration determines the class's size through consultation with the teachers (Edwards, 2015). The program must also adhere to the set educational standards.
Implementation
The bilingual class includes speakers, some with pure English background and others with Spanish. The existence of the two sets ensures that students learn from each other. For total integration...
The significance of their inclusion is to assist students in integrating a second language as part of their instructions. The students are guided on how to receive education in the English language conveniently. Still, it must first be understood in Spanish for them to have a better understanding of the program's objectives. Here, English is taught as a different class. However, all the other courses are in Spanish, and the progress into English is made gradually. Even after English has been integrated with the instructions, the native languages are still used in some elaborations (Reynolds, 2014; Edwards, 2015). For these reasons, teachers should be fluent in both languages and equally understand the cultural backgrounds of the two languages.Transitional Bilingual Education (TBE) is structure into both early and late exit programs. Implementation in the early phase uses the student's native language, which helps the learners understand the foundation of the studies. Besides, this phase sets out guidelines used in the second phase to introduce a different language (Reynolds, 2014). TBE (in this context) recommends up to 40 percent guidance using Spanish during the early exit phase, and the rest should be in English until the 6th grade. In each of the cases, the classes are segregated by separating learners who are fluent in English (Ray-Subramanian, 2011).
The development of TBE to facilitate transition into a fully English integrated class while using instructions in the first language is essential. At any given time, the implementation is configured to allow the students to grasp all the required content at every stage of their learning process instead of discriminating students in the learning process due to language barriers (Reynolds, 2014). Thus, in developing the TBE, curriculum developers must consider and acknowledge that the different languages can stall learning, harming the objectives discussed at the beginning of this proposal. Furthermore, when English replaces a minority language like Spanish, subtractive bilingualism occurs, leading to monolingualism (Reynolds, 2014). Thus, since this is a delicate issue in the TBE programs, it is essential to align the programs with the English-only objectives and assimilate different ideologies.
During the implementation phase, the programs must match the realistic transformations in the education system (Reynolds, 2014). Thus, even though the TBE aspires to strike a balance in Spanish and the English language, the external environment tends to prompt learners to have a faster understanding of the English language in a manner that approximates native language understanding.
Integration of Teachers and Administrators into TBE Programs
One of the fundamental considerations in TBE programs is hiring teachers who are already bilingual and bi-literate. These teachers must depict an excellent understanding of…
References
Edwards, V. (2015). Literacy in Bilingual and Multilingual Education. The Handbook of Bilingual and Multilingual Education, 75–91. https://doi.org/10.1002/9781118533406.ch5
Fodor, Z. (2017). Successful teaching – benefits of Content-Based Instruction in Bilingual Education. ICERI2017 Proceedings. https://doi.org/10.21125/iceri.2017.0290
Massachusetts Department of Elementary and Secondary Education. (2019). Guidance for Defining and Implementing Transitional Bilingual Education (TBE) Programs.
Ray-Subramanian, C. E. (2011). Transitional Bilingual Education. Encyclopedia of Child Behavior and Development, 1501–1501. https://doi.org/10.1007/978-0-387-79061-9_2941
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