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Creating a Climate for Linguistically Responsive Instruction: The Case for Additive Models
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Rao, Arthi B.; Morales, P. Zitlali – Mid-Western Educational Researcher, 2015
As a state with a longstanding tradition of offering bilingual education, Illinois has a legislative requirement for native language instruction in earlier grades through a model called Transitional Bilingual Education (TBE). This model does not truly develop bilingualism, however, but rather offers native language instruction to English learners…
Descriptors: Bilingual Education Programs, Transitional Programs, Native Language Instruction, English (Second Language)
Institutional, Material and Economic Constraints in Languages Education: Unequal Provision of Linguistic Resources in Early Childhood and Primary Settings in Australia
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Jones Díaz, Criss – International Journal of Bilingual Education and Bilingualism, 2014
In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic…
Descriptors: Foreign Countries, Social Capital, Transitional Programs, Bilingual Education Programs
An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers' Early Literacy Development
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Duran, Lillian K.; Roseth, Cary J.; Hoffman, Patricia – Early Childhood Research Quarterly, 2010
A longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development. In this study, 31 Spanish-speaking preschoolers (aged 38-48 months) were randomly assigned to two Head…
Descriptors: Bilingual Education, Language of Instruction, Disadvantaged Youth, Emergent Literacy