loss and ultimately recover (or newly develop) native proficiency in the language (Wiley, 1996). Listening, speaking, reading, and writing (where applicable) skills must form a defined component of the program, and many aspects of the home culture of the heritage language students must also be included. An immersion method is a recommended approach for developing fluency. Instruction is most effective when it is community commitment starting in the home, reaching through childcare, presc secondary schools, and the university (Wang X. e., 1996). When ELs heritage language BMEP, they must also be provided one hour of ELD/E English language arts instruction. Note: See program model description on next page. Bilingual Multicultural Education Program Models and DUAL LANGUAGE Model MAINTENANCE ENRICHMENT* H IMMERSION To develop high To develop and maintain academic proficiency and literacy To further develop the To support and revitalize achievement in two To gradually transition in the primary or home home language of fully a student’s native languages; its focus students from home language while English proficient language and culture is additive bilingual language instruction to Purpose developing a student’s students and to teach through oral and/or and biliterate an all-English literacy and oral skills in the cultures of the state, written language proficiency and curriculum, NMAC English, NMAC NMAC 6.32.2.12 (D)(2) instruction, NMAC cross-cultural skills, 6.32.2.12 (D)(5) 6.32.2.12 (D)(4) 6.32.2.12 (D)(3) NMAC 6.32.2.12 (D)(1) EL students EL students RFEP Student RFEP EL students only RFEP EL students only Membership IFEP IFEP IFEP
loss and ultimately recover (or newly develop) native proficiency in the language (Wiley, 1996). Listening, speaking, reading, and writing (where applicable) skills must form a defined component of the program, and many aspects of the home culture of the heritage language students must also be included. An immersion method is a recommended approach for developing fluency. Instruction is most effective when it is community commitment starting in the home, reaching through childcare, presc secondary schools, and the university (Wang X. e., 1996). When ELs heritage language BMEP, they must also be provided one hour of ELD/E English language arts instruction. Note: See program model description on next page. Bilingual Multicultural Education Program Models and Model DUAL LANGUAGE IMMERSION MAINTENANCE ENRICHMENT* H Purpose To develop high academic achievement in two languages; its focus is additive bilingual and biliterate proficiency and cross-cultural skills, NMAC 6.32.2.12 (D)(1) To develop and maintain proficiency and literacy in the primary or home language while developing a student’s literacy and oral skills in English, NMAC 6.32.2.12 (D)(4) To further develop the home language of fully English proficient students and to teach the cultures of the state, NMAC 6.32.2.12 (D)(2) To support and revitalize a student’s native language and culture through oral and/or written language instruction, NMAC 6.32.2.12 (D)(3) To gradually transition students from home language instruction to an all-English curriculum, NMAC 6.32.2.12 (D)(5) Student Membership EL students RFEP IFEP EL students only RFEP IFEP EL students RFEP IFEP EL students only
Espanola%20BMEP%20Program%20Guide.docx