Please provide some thoughts and insights on the following:
After reading the attached articles, select at least four bilingual programs and describe the type of student that would benefit most from each type of bilingual program. What are the student characteristics that make them amenable to a specific type of bilingual program? Think about your community and whether or not these types of programs exist. Explain why or why not. Using information from Chapters Seven and Nine, what are the purposes and challenges of assessments in placing students in bilingual programs? Support your opinion with research-based evidence and cite your references.
There are criteria for language programs, no matter which form they take. The core criteria of successful language education, particularly dual language education programs, serve as a framework for effective implementation and successful outcomes (Lindholm-Leary, 2001). These criteria include: (a) administrative and home support, (b) school environment, (c) high-quality instructional personnel, (d) professional development, and (e) instructional design and features (Alanis & Rodgriguez, 2008).
One type of bilingual program is called language immersion. In a dual language program, two languages may be used in the same classroom for instruction and learning. The goal is for literacy in both languages, either at the same time or with an initial emphasis on the native language (Baker, 1996). Only a very few have a continued emphasis on both languages. Therefore, many receive instruction that is too short in focus and not cognitively or educationally challenging (Thomas & Collier, 1997). The point of language immersion classes is two-fold; academic achievement for ELs as well as foreign language immersion for English-dominant students (Alanís, ...
The types of students that benefit from each different programs are determined.