Guided Response: Review several of your classmates’ posts and respond to at least two of them. Compare your classmates’ description of students to your own and address any inconsistencies by providing examples to support your own ideas. Ask your classmates to clarify any confusion by providing an illustration or evidence to support their point of view. You might also want to compare the programs in their communities to your own, and discuss any additional reasons that support the lack of a program or the implementation of a program. The four bilingual program that can benefits English Language learners are Productive Language - creates phrases that will reflect thoughts, and desires for new patterns and vocabulary words new language.  This will help students and benefit them from getting instructions Dual-Immersion Program – this program teaches students two different languages simultaneously. While learning English, ELL will maintain their own language and English only students will maintain English while they learn another language. This is one of the most effective programs.  English – Immersion Program – this program offers students to be able to get instructions in both their native language and in English. Teachers are able to use both the primary language and English for instructions. Early – Exit – this program is a more fast paced one. It requires a student to have the ability to comprehend what is being taught in a shorter amount of time. A student that has had some classroom help and knowledge of English will benefit with this program Student Characteristics Early-Exit Students - ELL students are transitioned into the English instruction. Late-Exit  Students -  Students are kept in their native language as long as possible and then  are transitioned in English instructions. DBE programs aim to promote high levels of ­academic achievement in all curricular areas and full proficiency in both the students’ home language and English for academic purposes (Lindholm-Leary & ­Genessee, 2010, pp. 3–4). Lindholm-Leary, K., & Genessee, F. (2010). Improving education for English learners: Research-based approaches. Sacramento, CA: California Department of Education Press. .

1. Guided Response:
Review several of your classmates’ posts and respond to at least
two of them. Compare your classmates’ description of students
to your own and address any inconsistencies by providing
examples to support your own ideas. Ask your classmates to
clarify any confusion by providing an illustration or evidence to
support their point of view. You might also want to compare the
programs in their communities to your own, and discuss any
additional reasons that support the lack of a program or the
implementation of a program.
The four bilingual program that can benefits English Language
learners are
Productive Language
- creates phrases that will reflect thoughts, and desires for new
patterns and vocabulary words new language. This will help
students and benefit them from getting instructions
Dual-Immersion Program
– this program teaches students two different languages
simultaneously. While learning English, ELL will maintain their
own language and English only students will maintain English
while they learn another language. This is one of the most
effective programs.
English – Immersion Program
– this program offers students to be able to get instructions in
both their native language and in English. Teachers are able to
use both the primary language and English for instructions.
Early – Exit
– this program is a more fast paced one. It requires a student to
have the ability to comprehend what is being taught in a shorter

2. amount of time. A student that has had some classroom help and
knowledge of English will benefit with this program
Student Characteristics
Early-Exit Students
-
ELL students are transitioned into the English instruction.
Late-Exit Students
- Students are kept in their native language as long as possible
and then are transitioned in English instructions. DBE
programs aim to promote high levels of -academic achievement
in all curricular areas and full proficiency in both the students’
home language and English for academic purposes (Lindholm-
Leary & -Genessee, 2010, pp. 3–4).
Lindholm-Leary, K., & Genessee, F. (2010). Improving
education for English learners: Research-based approaches.
Sacramento, CA: California Department of Education Press.