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Postsecondary bilingual approaches n isa
- 2. POSTSECONDARY BILINGUAL APPROACHES •Bilingual programs for adults in the United States have been developed to provide short- term, highly focused vocational training for special population such as refugees who qualify for special government support
- 3. POSTSECONDARY BILINGUAL APPROACHES •Where there are large numbers of English learners who share a native language background, native language instruction may be included as a part of relatively short programs aimed at helping participants find employment as soon as possible
- 4. •Postsecondary students enrolled in degree programs may have access to language instruction designed to accommodate various professional and personal goals.
- 5. FROM PROGRAM MODELS TO QUALITY INDICATORS •Contemporary discussions of bilingual education emphasize the match between the characteristics of an educational program, the sociocultural context of the students it serves, and the resources available to support educational efforts.
- 6. FROM PROGRAM MODELS TO QUALITY INDICATORS •All these affect the nature of related teacher expertise, choice of instructional approach, and outcomes to be expected in any instructional programs, including bilingual approaches.
- 7. AVAILABILITY OF QUALIFIED TEACHERS AND OTHER SCHOOL STAFF •Teachers must be both highly proficient in at least one languages of the program and appropriately certified to teach the grade level or subject area for which they will be responsible.
- 8. SOUND CURRICULUM AND INSTRUCTIONAL ORGANIZATION •Access to the core curriculum; close articulation of grade and subject levels; flexible groupings; Team teaching; Use of meaningful task
- 9. SOUND CURRICULUM AND INSTRUCTIONAL ORGANIZATION •Pedagogy that actively involve the students in instruction; Teaching materials appropriate in quantity and quality to subject taught; peer and cross-age tutoring; Collaborative staff planning; Average class size; Budget for materials and teacher training
- 10. APPROPRIATE REGULAR ASSESSMENT •Good bilingual programs demonstrate a regular and systematic approach to assessment of student progress in all curricular subjects in the relevant language.
- 11. MULTIPLE CHANNELS OF PARENT/COMMUNITY OUTREACH •Determine the most effective ways to establish and maintain links between school-level efforts and the activities of students’ families and communities (McGroarty 1998).
- 12. ONGOING CONCERNS •The implementation of good bilingual education programs requires concerted efforts on the parts of teachers, school leaders, students, and families.
- 13. ONGOING CONCERNS •It is often believed that bilingual instruction means instruction in one non-English language only, when, as emphasized in this discussion , the bilingual approaches most commonly used in the United States always involve the use of two languages, one of which is English
Editor's Notes
- The students age beyond compulsory attendance. GOALS are specific occupational or more general aims such liberal education(arts/humanities/socialscience/natural science/cultural/ highly specialize education for further professional study
- (six months native language instruction)./ intended for geographic areas with largest proportional settlement of immigrants.
- Universities offers immersion programs/ may combine intensive language instruction(4-6hrs per day.) instruction is mainly in second language. Ex. Special Language courses. One for native language instruction(full) to learn other language./ language maintenance or development of formal literacy skills,
- From 1960-1990 –there were many methods which emphasized taxonomies. Very few pure bilingual models in existence.
- Availablity of qualified bilingual teachers is / contributes success of bilingual programs. Effectiveness of program is enhanced if teachers know the linguistic and cultural background/ school administrators and other instructional aides are commited to bilingual instruction
- Staff members ensures high quality age appropriate curricula. Ex. Use of native language in any bilingual program./ * dapat actively involve ang studentssa instructions
- Must be implemented sensibly/ ex. Planning for language allocation– throughout school day and across length of the school program. Approriate decisions about language allocation depend greatly on the particular school, neighborhood, and community context.
- Ex, USA large scale norm-referenced standardized test as indication of student progress. Just stick to standardized test. Tests are reading and writing.noted din if second language learners use second language in tests shows effects of proficiency. If large scale form of testing then it will improve education .from politicians/legeslatures./alternative assessments ex. Porf=tfolio systems, learning logs.checklists of student learning.* labor intensive work
- Not just the effort of qualified teaching staffs.one language used in bilingual program is also used regularly by the students families. Noted din na dapat teachers share the same linguistic and cultural characteristics of their students. More challenging to teachers if students multiple or many different linguistic or cultural background,
- Program goals and instructional designs focus on development of two languages. Trained /leadership/support. There is no single best model for bilingual instruction
- Association of linguists and language educators endorsed the usefulness and potential complementarity of both bilingual or bidealectical approaches in education.. Opposing any sort of official language designation that would restrict access to bilingual instruction.