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Transitional bilingual EDUCATION

Transitional bilingual EDUCATION. Early Exit Transitional & Late Exit Transitional By: Vanessa Vicencio and Ernest Antu. Transitional Bilingual Education History/Background. -The program is one of the most used in the United States other than Mainstreaming.

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Transitional bilingual EDUCATION

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  1. Transitional bilingual EDUCATION Early Exit Transitional & Late Exit Transitional By: Vanessa Vicencio and Ernest Antu

  2. Transitional Bilingual EducationHistory/Background -The program is one of the most used in the United States other than Mainstreaming. -TBE has been one of the most common type of bilingual education in the United States and the form that was most supported by Title VII Funds. -TBE aims to shift the child from the home, minority language to the dominant, majority language. “The aim of Transitional Bilingual Education is ASSIMILATION.”

  3. TBE can be split into two major components • Early Exit • Late Exit

  4. Early Exit Transitional • This program provides instruction in the ELL’s first language, building literacy and achievement in other content areas while teaching English. • This program teaches ELL students in their first language during Kindergarten and First grade. The transition doesn’t begin until Second and Third grades.

  5. Early Exit Transitional • Instruction in the first language is phased out, and most of the students are mainstreamed into English by First grade and exited from the Bilingual program by the Third grade.

  6. Late Exit Transitional Identified as : “A bilingual program that serves students identified as low English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school.”

  7. Late Exit Transitional Cont. • “Late Exit TBE allows around 40% of classroom teaching in the mother tongue until the 6th grade.” • “Some programs are for older students (middle and high schools) who have received education through their native language, immigrated, and require a transition to mainstream classes.”

  8. Where is it used? • Early Exit Transitional and Late Exit Transitional “Historically, (e.g 1980s and 1990s in the US) early exit TBE was predominant.” • The transitional model is not only found in the United States but also in Europe, and UK. • You are most likely to find a TBE where there is a majority language with much immigration, then education is usually expected to provide a linguistic and cultural transition thus producing TBE.

  9. Resources • August, D., & Hakuta, K., (Eds.). (1997). Improving schooling for language-minority children:A Research agenda. Washington, DC: National Academy Press. • Austin Independent School District, B. O. C. (2009). Bilingual education/esl. Retrieved from http://www.austinschools.org/curriculum/bil_ed/programs/index.html • Baker, C. (2011). Foundations of bilingual education and bilingualism. (5th ed., pp. 207-220). Wales,UK: Multilingual Matters/Channel View Publications • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 221-51 • Ramirez, J. D. (1991). Executive summary. Bilingual Research Journal, 16(1-2), 1-62. • Rennie, J. (2013). Program models for teaching englishlanguage learners. Retrieved from http://www.readingrockets.org/article/244/ • Texas Education Agency. (2012). English language learners. Retrieved from http://www.elltx.org/bilingual_esl.html

  10. RESOURCES • Samway, K. D., & McKeon, D. (2007). Myths and realities: Best practices for English language learners (2nd) ed.). Portsmouth, NH: Heinemann. • Texas Education Agency. (2009). Elementary brownsvilleearly-exit transitional brownsvilleisd. Retrieved fromhttp://www.tea.state.tx.us/Best_Practice_Summaries/Elementary_Bilingual_Early-Exit_Transitional_Program--Brownsville_ISD.aspx • University of Michigan. (1998). Ell in elementary schools. University of Michigan, Retrieved from http://sitemaker.umich.edu/356.hunemorder/early-exit_bilingual_education

  11. Reflection • Early Exit • Advantages: This program is definitely more helpful than a program where the student would be in a “sink or swim” situation. (Submersion) • Disadvantages: The program may be yanking the student’s first language a little to quickly,and the child may need more time to transition.

  12. Reflection • Late Exit • Advantages- The child has the ability to use a certain amount of their primary language. • Disadvantage- This program is often associated with assimilation. The time frame of the program may disrupt a child’s learning process because of such short time frame.

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