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Peer reviewedRamirez, J. David – American Journal of Education, 1986
Describes instructional differences among English Immersion Strategy, early-exit, and late-exit transitional bilingual education programs. The three differ radically in the use of English and the primary language for instruction; these language-use patterns are consistent with each instructional model. Little or no differences were noted in…
Descriptors: Bilingual Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
Download full textDonaldson, Judy P. – 1987
The Transcultural Education Model presents a unified working model for teaching limited English proficient, English-as-Second-Language (ESL), or English-as-Second-Language transcultural (ESLT) students to read, write, and speak English. The model is designed for students and teachers in elementary, secondary, and adult schools. The model is…
Descriptors: Adult Education, Bilingual Education Programs, Elementary Secondary Education, English (Second Language)
Gonzalez, Andrew – 1991
This article describes the shift from English to Filipino (Tagalog) as the language of instruction in elementary social studies education in the Philippines, focusing on the Philippines Department of Education's efforts to implement pre-service and in-service teacher training programs to expedite the change. In 1974 the Department of Education…
Descriptors: Bilingual Education, Educational Change, Educational Policy, Elementary Secondary Education
