English Immersion: teaching English learners only in English (part of English-only movement) submersion No special accommodations for English language learners 12% Entire student Immigrants/language English monolingualism No extra costs English 48% career minorities Students are separated out from native English speakers and taught part of the curriculum (and not just English) in a simplified Sheltered English version of English, with increased non-verbal communication (visual aids, gestures), simple syntax, repetitions, summaries, slow, and immersion frequent checks for understanding. Special curriculum materials are developed. Usually one year, immigrants/language English monolingualism Additional costs intermediate English sometimes more minorities Pull-out ESL classes Students taken out of mainstream English-only classes for 4-hour pull-out sessions for intensive English instruction. Usually one year, immigrants/language English monolingualism Least cost-effective English sometimes more minorities Plug-in ESL teachers English teachers show up in mainstream classrooms to help English learners along Usually one year, immigrants/language English monolingualism Additional costs intermediate English sometimes more minorities Bilingual Education: teaching English learners in both native language and in English Students are separated out and temporarily allowed to use their home language until they are thought to be proficient enough in the 40% Transitional majority language to cope in mainstream education. Includes late-exit (5 years or more) and early exit (2 years max; often only one bilingual education model year). 1-6 immigrants/language Minority language Relative Additional intermediate bilingual minorities (may be 90% in monolingualism first year, then transitioned to less in subsequent years) and English Dual-language English learners and native English speakers are educated together. They spend half the day learning in Spanish and half in English. model Includes much hands-on learning in early years and positive interdependence among students. Minimum 6 years Immigrant and Minority language Development Most cost effective bilingual native English and English in a and speakers 50=50 ratio maintenance of bilinqualism for both English learners and English native speakers lasts↑ Typical type of Language of Aim of Cost-effectiveness↑ child↑ classroom↑ language outcome↑
English Immersion: teaching English learners only in English (part of English-only movement) submersion No special accommodations for English language learners 12% Entire student career Immigrants/language minorities English monolingualism No extra costs English 48% Sheltered English immersion Students are separated out from native English speakers and taught part of the curriculum (and not just English) in a simplified version of English, with increased non-verbal communication (visual aids, gestures), simple syntax, repetitions, summaries, slow, and frequent checks for understanding. Special curriculum materials are developed. Usually one year, sometimes more immigrants/language minorities English monolingualism Additional costs intermediate English Pull-out ESL classes Students taken out of mainstream English-only classes for 4-hour pull-out sessions for intensive English instruction. Usually one year, sometimes more immigrants/language minorities English monolingualism Least cost-effective English Plug-in ESL teachers English teachers show up in mainstream classrooms to help English learners along Usually one year, sometimes more immigrants/language minorities English monolingualism Additional costs intermediate English Bilingual Education: teaching English learners in both native language and in English Transitional bilingual education model Students are separated out and temporarily allowed to use their home language until they are thought to be proficient enough in the majority language to cope in mainstream education. Includes late-exit (5 years or more) and early exit (2 years max; often only one year). 40% 1-6 immigrants/language minorities Minority language (may be 90% in first year, then transitioned to less in subsequent years) and English Relative monolingualism Additional intermediate bilingual Dual-language model English learners and native English speakers are educated together. They spend half the day learning in Spanish and half in English. Includes much hands-on learning in early years and positive interdependence among students. Minimum 6 years Immigrant and native English speakers Minority language and English in a 50=50 ratio Development and maintenance of bilinqualism for both English learners and English native speakers Most cost effective bilingual lasts↑ Typical type of child↑ Language of classroom↑ Aim of language outcome↑ Cost-effectiveness↑