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Chapter 15: Developing Enriched Language Education Programs in Other Contexts
Chapter 15: Developing Enriched Language Education Programs in Other Contexts
I see schools as major socializing agents that can either reflect and reproduce the dominant social order or challenge and potentially transform that order. Freeman 2004
Scenario 1
A school that is in a bilingual community that has access to curricular materials in the nonEnglish language, bilingual educators, and community support for a bilingual program.
Program Suggestions
EITHER a two-way immersion ( T W I) program as one strand in the school for English speakers and speakers of the other language AND a heritage/world language program that promotes the community language for students enrolled in the allEnglish mainstream OR a one-way developmental bilingual (DBE) program for ELLs AND a heritage/world language program that promotes the community language for students enrolled in the allEnglish mainstream
Scenario 2
A school that is in a bilingual community but that does not have the necessary conditions for a dual language program.
Program Suggestions
a content-based ESL program for ELLs AND an LI literacy program for ELLs AND a world/heritage language program that promotes the community language for students enrolled in the all English mainstream
Scenario 3
A school that is in a bilingual community and that has the necessary resources for a bilingual program, but that only allows transi- tional bilingual education for a maximum of three years.
Program Suggestions
a transitional bilingual program for ELLs a heritage language program for ELLs who have exited the transi- tional program and who are enrolled in the all-English academic mainstream to support their continuing development of their heritage language and literacies in that language, and for other heritage language speakers in the academic mainstream a world language program for monolingual English speakers
Scenario 4
A school that has a large number of ELLs from a wide number of language backgrounds.
Program Suggestions
a sheltered ESL program for ELLs AND an extensive library of materials in the languages of the ELLs and creative ways for those students to build on their LI AND a world language program for all students in the language that the school chooses.
Discussion Questions
1. What are the pros and cons of deliberately using your curriculum to address language goals?
2. How does a school carefully create learning experiences that lead to positive and productive inclusion of language backgrounds?