M7: Transitional vs. Developmental Bilingual Education

Bilingual Education programs are guided by the belief that learners can most easily acquire fluency in a new language if they are fluent in their native language.

 

 

 

Transitional Bilingual Education's primary emphasis is to facilitate students' transition to an all-English program as quickly as possible. Content areas are supported by use of the native language, while students participate in electives and English as a Second Language without that support.  TBE programs often begin in Pre-K or Kindergarten, with most students transitioning to an English-only classroom by third or fourth grade. Transitioning at that juncture is particularly problematic in Texas, as that is also the year that state testing commences. The combined pressures of high-stake testing and the limited number of years learning English can present challenges for some students. Remember - a strong foundation in L1 facilitates language acquisition of a new language; but the TBE program has gradually replaced the home language over time in academic areas, sometimes leading to deficiencies in either language or content. Furthermore, these programs tend to have an assimilation nature to them.

Over time, TBE programs use decreasing amounts of L1 for instruction, "replacing" the home language with English. Because of the decreasing use of L1 and its emphasis on exiting bilingual programming as quickly as possible, TBEs are often called Subtractive or Early-Exit programs.

On the other hand,....

Developmental Bilingual Education's primary emphasis is to teach academic content and English, while also focusing on developing those skills in the home language. DBE programs often begin in Pre-K or Kindergarten, and can continue through high school (although most end at middle school). The desired outcome from participation in a DBE program is that students are bilingual and biliterate. Generally, programs begin with a high proportion of L1 in the early grades - sometimes up to 90% of the instruction is in L1 in Kindergarten. Eventually, the goal is to increase the use of L1 until 50% of instruction is in English and 50% is in L1. Both languages are nurtured and encouraged. 

Since a strong foundation in L1 facilitates acquisition of a new language, the emphasis on strengthening L1 has a positive impact on students' English development. Over time, the students are not only proficient in English, but also proficient in their native language.

Because of the emphasis on not only maintaining the native language, but also adding language skills and the length of these programs, they are also often called Additive, Maintenance, or Late-Exit programs. Rather than an assimilationist goal, they also promote pluralism.