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Bilingual education can also support minority language speakers by communicating the value of their home or heritage language, resulting in increased self-esteem. [22] [23] Additionally, bilingual education models have been shown to improve student engagement and attendance as parent involvement in school activities. [24] [25]
Since the mid-1990s bilingual approaches to schooling and higher education have become popular in parts of South-east Asia, especially in Thailand and Malaysia where different models have been applied, from L2 immersion (content taught in a non-native language) to parallel immersion, where core subjects are taught in both the mother-tongue and ...
Transitional bilingual education is an approach to bilingual education in which students first acquire fluency in their native language before acquiring fluency in the second language, where fluency is defined as linguistic fluency (such as speaking) as well as literacy (such as reading and writing).
The 1970s marked the beginning of bilingual education programs in Hawaii. The Hawaiian Language Program was geared to promote cultural integrity by emphasizing native-language proficiency through heritage language bilingual immersion instruction. By 1995, there were 756 students enrolled in the Hawaiian Language Immersion Program from K to 8.
Bolivia is officially multilingual, supporting Spanish and 36 native languages. [128] Brazil, Portuguese (official) and upwards to 100 languages spoken mainly in the urban areas (European and Asian) and indigenous languages in the Amazon. The use of indigenous languages in primary education is enshrined in the constitution. [129]
The National Association for Bilingual Education (NABE) is a non-profit organization founded in 1975 in the United States. NABE advocates for the development and implementation of bilingual education programs, aiming to address the educational needs of students who speak a language other than English at home.