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
Hinweis der Redaktion
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.
