Foundations of Bilingual and Bicultural Education, Part 2
Question 1: Discuss models of bilingual education programs: SDAIE.
Answer 1: One of the methods used for teaching academic content to non-English-speaking students is called specially designed academic instruction in English, or SDAIE. In order for this method to be used, the student must have at least intermediate fluency in English. The student is given all course material in his or her native language, but is provided with access to English language versions of all content as well. Students are encouraged to use the English language versions of the content material as much as possible. This approach puts great demands for motivation on each student, and is therefore not appropriate for students who are not prepared to work. The teacher will set out goals for both content and language acquisition for each student. In the best SDAIE classes, students acquire language skills almost involuntarily as they are going through the normal process of learning course content. Of course, in order to be successful at this method a teacher will need to be well-organized and fluent in both languages.
There are lots of good resources about Bilingual Education that you can find available.
Question 2: Discuss models of bilingual education programs: English as a second language.
Answer 2: One of the more familiar kinds of bilingual education program is the English as a second language, or ESL program. In this kind of program, content is taught in students’ primary language, and separate instruction is provided in English language skills. The methodology used to teach English does not necessarily involve making connections with other content areas. English as a second language programs work best when they are intensive, taking up the majority of the school day. One of the dangers of these programs, of course, is that they can prevent students from learning other content material. Also, students who participate in ESL programs may have a difficult time transferring their knowledge of English language skills to the core curriculum. For this reason, many schools avoid English as a second language courses except in those cases where students need intense English training in order to survive in other areas.
Question 3: Describe and discuss bilingual programs and the affective needs of students.
Answer 3: Numerous studies have confirmed that meeting the affective needs of students is as important as meeting their cognitive needs. This means that a positive and friendly learning environment needs to be created in the bilingual classroom. At the beginning of instruction, students should be addressed in their native language in order to instill confidence. Teachers should make an effort to respect the native heritage of students. When appropriate, students should be invited to share their knowledge of their own culture. The bilingual program should use aspects of both the native country and the United States to teach language, social studies, and other content subjects.
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