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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).
For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. [2] The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.
Originating in the field of bilingual education, sheltered instruction has gained prominence as schools worldwide strive to meet the needs of diverse student populations. The approach encompasses various strategies, including differentiated instruction, visual aids, cooperative learning, and explicit language instruction, tailored to the ...
To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and ...
These programs gained traction as an innovative alternative to transitional models . [3] During this period, NABE expanded the scope of its NABE Journal, addressing topics such as vocational training, international perspectives on bilingual education, and methodological advances. The journal became a key resource for educators and researchers ...
One study shows that English language learners introduced to a transitional bilingual program gained a fair amount of English comprehension and reading skills. [61] Proponents further claim that effective bilingual programs strive to achieve proficiency in both English and the students' home language.
In early-exit programs, bilingual students transition from a bilingual program to a mainstream classroom at an early age (around 7 or 8). [10] Such programs are supported by the belief that bilingual children will benefit the most from transitioning into a mainstream classroom as early as possible. [10]
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language.The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education.