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What Is Bilingual Education? [+ Career Guide]

What Is Bilingual Education?

How does bilingual education work, types of bilingual education, the importance of bilingual education, benefits of bilingual teachers in schools, bilingual education careers, how to become a bilingual educator.

Bilingual education is the delivery of academic material in two languages, one of which is usually the students’ native language. Students of all ages enroll in schools and learning environments where the primary language is different from their native language; in order to keep these students on the same academic timeline as their peers, schools may offer a bilingual education program that makes course content more accessible while students learn a new language.

Most bilingual or dual language education in the United States is delivered in Spanish and English , but Mandarin Chinese, French, German and Vietnamese dual language programs are gaining traction. The U.S. has never declared an official language, but since 78.5 percent of the population speaks English at home, it is considered the unofficial “native” tongue. As such, most bilingual education programs in the U.S. focus on helping students develop proficiency in English . This is why bilingual students in America are often referred to as English Language Learners (ELL), or simply English Learners (EL).

There are several different types of bilingual education programs, the format of which varies depending on the end goal.

Bilingual education programs were first introduced in the U.S. in the mid-17th century , as a way to help Polish immigrants assimilate to the American manufacturing industry. Today, dual language programs are predominantly used for a similar purpose, though the goals have expanded to helping non-English speakers excel academically and even teaching native English speakers a new language.

In grade schools, bilingual education programs incorporate both the students’ native language (the partner language) and English in varying proportions :

50/50: English and the partner language are used equally throughout the class, schoolday, semester or program length. This model is common for children at the elementary school level, beginning in kindergarten or first grade and potentially continuing into middle and high school if needed. Most children who enter 50/50 bilingual programs before 7 years of age are much more likely to become proficient in the new language than older students, if enrolled in the program consistently.

90/10: This format is used by both non-English speakers and native English-speaking students to learn a new language. Eighty to 90 percent of the course content is delivered either in English or the partner language, with some classes offered entirely in the partner language.

100 percent immersion: Second language immersion programs use a partner language (typically not English) for all communications, both in and outside the classroom.

Dual language programs are often found in U.S. schools located in neighborhoods with large immigrant or non-English speaking populations, while immersion programs are typically found in schools with a majority English-speaking student body.

Bilingual education programs differ according to the ultimate goal. Do students need to become proficient in English to communicate with their teachers and peers, or do they wish to learn a new language for academic enrichment or expanded career opportunities? Do they want to maintain fluency in both their native language and English? There are programs available for all of these language learners.

See the chart below for a breakdown of the different types of bilingual education programs, using English and Spanish as example languages. Also included are immersion and heritage language programs, which provide slightly different opportunities for academic and cultural enrichment.

As you can see, bilingual education can be classified in multiple ways; for example, a student can be enrolled in a dual language, one-way, transitional, early exit program.

Above all, bilingual education affords all students the opportunity to earn an education, no matter what language they speak. Being able to access their native language for support ensures that non-English speakers can progress academically alongside their English-speaking peers.

In addition to educational equity, dual language programs can foster:

• Multilingualism and multiliteracy
• More effective communication skills
• Enhanced awareness of linguistic and cultural diversity
• Greater connection to a community of peers
• Higher levels of academic achievement
• Increased cognitive function
• Broader cultural representation and equity in schools
• Diverse opportunities for students to thrive in a global job market
• Greater cultural empathy
• An expanded sense of cultural identity

The best way to support bilingual learners is to have bilingual teachers in schools, especially schools in areas with high populations of non-English speakers. When teachers can be a resource to learners in multiple languages, they may observe the following in their students:

• Improved academic performance
• Better communication skills
• Increased ability to think creatively, recognize patterns and solve problems
• Enhanced linguistic and cultural awareness
• Greater ability to apply fundamental concepts to novel situations
• Improved social skills
• Greater confidence, self esteem and a more positive outlook

When a bilingual student successfully graduates with proficiency or fluency in English, they may have access to a greater range of job opportunities in the U.S. and beyond.

Students who benefit from dual language education programs may find that they wish to become bilingual educators themselves. Fortunately, bilingual or multilingual teachers are in high demand , as learning environments across the country become increasingly more multicultural and inclusive . Now more than ever, American students need teachers who can teach the whole child, addressing not only their academic needs but their social, emotional and cultural needs .

Since demand is high, there are often financial benefits to becoming a bilingual teacher. According to Zippia , the average annual salary for a bilingual teacher is $51,770, while the average starting salary for a teacher in the U.S. is $41,955. Some schools will even offer stipends or bonuses to teachers who can add bilingual instruction to their educator skill set.

Possible careers for bilingual teachers who have earned a Bachelor’s degree or Master of Education include*:

• Job description: Instructs non-native English speakers in the fundamentals of the English language.
• Salary: $52,701
• Job description: Serves as a classroom aid to students whose native language is not English, relaying course content and instructions if and when the student lacks understanding due to a language barrier.
• Salary: $36,519
• Job description: Teaches a new language to students primarily for academic enrichment purposes.
• Salary: $53,918
• Job description: Designs educational curriculums, introduces improvements to teaching methods, develops educational programs and events and/or coordinates educational services for multilingual students.
• Salary: $49,139
• Job description: Develops educational programs and curricula that accounts for students who currently or will speak multiple languages.
• Salary: $54,176
• Job description: Serves as additional classroom support to multilingual students with special needs, including academic, physical, personal and social-emotional needs.
• Salary: $31,394
• Job description: Provides instruction in a specialized subject in multiple languages. Requires in-depth knowledge of the applicable subject, in addition to bilingual fluency.
• Salary: $41,000–$64,000+

Of course, most of these professions exist without a bilingual element, but employers will often advertise open positions with an explicit bilingual requirement.

*All salaries are national averages generated by Zippia.com as of November 2022.

If you are not already bilingual, start learning and practicing as soon as you can, even if you don’t yet have the proper degree qualifications to become a licensed teacher.

To become any kind of educator in a public school, you will need a master’s degree or, at the very least, a Bachelor’s degree, preferably in education. A degree in a second language is also ideal preparation. You will also need to become licensed to teach (at least in public schools) in your preferred state, and possibly hold a certification in teaching in a second language . In certain cases, such as in high-need areas or amid teacher shortages, there are alternative routes to teaching certification that don’t require a bachelor’s or master’s degree in education.

If you are ready to earn your master’s degree, you’ll need to decide which type of education degree will help you achieve your goals. A Master of Education (MEd) is typically designed for current educators to expand their pedagogical skill sets in and beyond the classroom , such as in school leadership or curriculum design. A Master of Arts (MA) provides new or aspiring teachers with practical skills they can use in the classroom. Both degrees offer specializations , including some with ESL instruction, and both can incorporate a field work element. For this component, aspiring bilingual educators can request placement in a school with a high population of non-native English speakers or a robust dual language program.

Once you earn your degree, become licensed to teach (if you are not already) and start your job search, be sure to include bilingual proficiency and instruction on your teaching resume. As previously stated, bilingual professionals are in high demand in nearly all industries, so highlighting this skill set will catch any potential employer’s eye.

As you explore teaching opportunities, be sure to take advantage of professional organizations and networks that support bilingual educators:

• National Association for Bilingual Education (NABE) : A non-profit membership organization dedicated to pursuing educational equity and academic excellence for bilingual/multilingual students. NABE works to influence, support and create policies, programs, research, pedagogy and professional development that serves both multilingual students and bilingual/dual language education professionals.
• TESOL (formerly Teachers of English to Speakers of Other Languages): The largest international association of professionals dedicated to advancing the quality of ESL education. Before non-native English speakers can teach English, they must earn their TESOL certificate .

The most valuable resource for entering bilingual education is other educators ! Find fellow professionals who work in a bilingual setting and ask them how they got to where they are. You may also wish to connect with faculty at a university that offers education degrees to determine the right path forward.

Ready to take that step? Download the free guide below to see why an MEd might be the ideal move.

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The Benefits of Bilingual Education and Its Impact on Student Learning and Growth

Approximately 5 million students in the United States are English language learners, and the number of English language learners (ELLs) in the US public school system continues to rise steadily, especially in more urbanized school districts.

According to the National Center for Education Statistics (NCES), students who speak English as a second language are more likely to struggle with academics, and only about 67 percent will graduate from public high school in four years—whereas the average for all students is 84 percent. ELL students can better develop their English proficiency and close the gap in achievement by participating in language assistance programs or bilingual education programs, the NCES explains.

The benefits of bilingual education can begin with students in elementary school and follow them throughout their lives. Education’s impact can lead to a variety of outcomes depending on whether ELL students learn English in a monolingual or bilingual environment. Educators in diverse classrooms or working as school leaders should consider the benefits of bilingual education when creating curricula and establishing desired student learning outcomes.

What Is Bilingual Education?

While bilingual education can take many forms, it strives to incorporate multiple languages into the process of teaching. For example, since there is such a large Spanish-speaking population in the United States, many primary and secondary school students can benefit from educational environments where they are learning in both English and Spanish.

Bilingual education can often be the most effective when children are beginning preschool or elementary school. If children grow up speaking Spanish as their primary language, it can be difficult for them to be placed in English-speaking elementary schools and be expected to understand their teachers and classmates. In a bilingual classroom, however, young students can further establish their foundation of Spanish as well as English, better preparing them for the rest of their education.

Of course, this works for students who begin school speaking any language as their primary language. Children whose parents have come to the United States from another country may have limited English skills when they first begin elementary school. Teachers working in bilingual education classrooms will balance their use of two languages when teaching math, science, history, and other subjects to help these students develop a stronger foundation of their first language as well as English as their second language.

Academic Benefits

Students can benefit in many ways from participating in bilingual education programs or classrooms. Some of the benefits of bilingual education relate to intellect. For example, research has shown that students who can speak and write in multiple languages have cognitive advantages over their monolingual peers. Those who learn a second or third language from a young age are able to develop communication skills and a higher degree of literacy. Children who grow up in bilingual environments develop a keen awareness of how language works and have a stronger foundation for learning additional languages in the future.

Students can also benefit academically from bilingual education. Students who pursue higher education are typically required to take a foreign language at the collegiate level, so those who have been exposed to bilingual educational environments before college—and speak two or more languages—have an advantage over their peers. They can advance in their studies and feel comfortable with multiple communities of students on their campuses.

Students who are exposed to multiple languages throughout high school and college can also have long-term career benefits. Their proficiency in multiple languages is an advantage when they graduate and enter the workplace as professionals. Every industry has a need for effective communicators who can speak multiple languages to meet the needs of the growing number of English language learners in the United States. International operations also have a great need for professionals who can speak multiple languages and represent US-based organizations and companies.

Growth beyond Academics

While there are many benefits of bilingual education related to school and work, bilingual education programs also have a huge impact on students’ cultural and social growth. Children who grow up speaking English as a second language often come from culturally diverse backgrounds. Incorporating cultural education in the classroom can help create enriching academic experiences for all students.

Exploring multiple languages in the classroom provides a foundation for cultural education that allows students to learn and grow alongside classmates from a different cultural background. As a result, students learn to become more adaptable and more aware of the world around them.

To encourage the academic and cultural development of students in bilingual education settings, teachers should have a strong foundation in education and leadership. They should demonstrate a passion for teaching as well as an understanding of how language and culture work together in their students’ academic journeys. Educators should be aware of the role that policies play in the educational environments they cultivate and have an understanding of how to best represent their students’ cultural backgrounds.

Pursue a Master of Arts in Teaching or Master of Education in Education Policy and Leadership

To implement the best teaching practices in bilingual education classrooms, teachers should be equipped with a foundation in transformational leadership and cultural awareness. To that end, teachers looking to have a meaningful impact on the lives of their students can further their own education and pursue an advanced degree in education policy and leadership. Through programs like American University’s Master of Arts in Teaching and Master of Education in Education Policy and Leadership , educators can broaden their worldviews, engaging in topics such as education law and policy, quantitative research in education, and educational leadership and organizational change.

Culturally Responsive Teaching Strategies: Importance, Benefits & Tips

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

Transformational Leadership in Education

Bilingual Kidspot, “5 Amazing Benefits of a Bilingual Education”

Learning English, “Number of English Learners in US Schools Keeps Rising”

National Center for Education Statistics, “Digest of Education Statistics”

National Center for Education Statistics, “English Language Learners in Public Schools”

Pew Research Center, “6 Facts About English Language Learners in U.S. Public Schools”

USA Today, “More US Schools Teach in English and Spanish, But Not Enough to Help Latino Kids”

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5 Million Voices

6 potential brain benefits of bilingual education.

Anya Kamenetz

Part of our ongoing series exploring how the U.S. can educate the nearly 5 million students who are learning English.

Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.

But there is one happy nexus where research is meeting practice: bilingual education. "In the last 20 years or so, there's been a virtual explosion of research on bilingualism," says Judith Kroll, a professor at the University of California, Riverside.

Again and again, researchers have found, "bilingualism is an experience that shapes our brain for a lifetime," in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.

At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.

How We Teach English Learners: 3 Basic Approaches

Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.

The goal is functional bilingualism and biliteracy for all students by middle school.

New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.

The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on "English first" education. Most famously, California passed Proposition 227 in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.

Proposition 58 , passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.

Bilingual Education Returns To California. Now What?

Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.

Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was "deeply flawed."

"Earlier research looked at socially disadvantaged groups," agrees Antonella Sorace at the University of Edinburgh, in Scotland. "This has been completely contradicted by recent research" that compares more similar groups to each other.

So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.

It turns out that, in many ways, the real trick to speaking two languages consists in managing not to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.

Saying "Goodbye" to mom and then " Guten tag " to your teacher, or managing to ask for a crayola roja instead of a red crayon, requires skills called "inhibition" and "task switching." These skills are subsets of an ability called executive function.

People who speak two languages often outperform monolinguals on general measures of executive function. "[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another," says Sorace.

Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.

Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 have demonstrated a head start on tests of perspective-taking and theory of mind — both of which are fundamental social and emotional skills.

Reading (English)

About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.

Jennifer Steele at American University conducted a four-year, randomized trial and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.

Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?

"If it's just about moving the kids around," Steele says, "that's not as exciting as if it's a way of teaching that makes you smarter."

'Invisible' Children: Raised In The U.S., Now Struggling In Mexico

Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka "metalinguistic awareness."

The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.

Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.

Yet they were just as good at decoding a text.

"This is very surprising," Luk says. "You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension."

How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.

They got to the same results as the monolinguals, by a different path.

School performance and engagement.

Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.

"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English," says Virginia Collier. "Eight million student records later, we're convinced," Wayne Thomas chimes in.

In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.

Diversity and integration.

American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.

Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.

This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.

"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better," says Antonella Sorace of the University of Edinburgh. "We tell them they're not doing their child a favor by giving up their language."

Protection against cognitive decline and dementia.

File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.

Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.

The coda, and a caution

One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.

Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs " Bilingualism Matters ," an international network of researchers who promote bilingual education projects.

This type of advocacy among scientists is unusual; even more so because the "bilingual advantage hypothesis" is being challenged once again. A review of studies published last year found that cognitive advantages failed to appear in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.

One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.

And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.

Not to mention one obvious, outstanding fact underlined by many of these researchers: "Bilingual children can speak two languages! That's amazing," says Bialystok.

Multilingual education: A key to quality and inclusive learning

Language is more than a tool for communication; it’s a very specific human cognitive faculty and the foundation of our shared humanity. It enables the transmission of experiences, traditions, knowledge and identities across generations.

Languages play a crucial role in promoting peace, fostering intercultural dialogue and driving sustainable development. They permeate every facet of our lives—from family and work to education, politics, media, justice, research and technology. Our values, beliefs, knowledge, identities and worldviews are intricately shaped by language, reflecting the richness of the human experience.

Languages are at risk and must be championed

But languages are under significant threat. UNESCO data indicates that around 600 languages have disappeared in the last century. If current trends continue, up to 90 per cent of the world’s languages may become extinct by the end of this century.

International Mother Language Day, observed annually on 21 February, underscores the urgent need to champion linguistic diversity and multilingual education rooted in mother tongues.

For more than seven decades, UNESCO has promoted mother language-based and multilingual education as fundamental to achieving quality, inclusive learning.

Why multilingual education matters

Enhanced learning.  First, and most obviously, students learn best in a language they understand. Yet UNESCO data shows that 40 per cent of the world’s population does not have access to an education in a language they speak or understand. Our research documents the benefits of being taught in learners’ native languages: in upper-middle- and high-income countries, children who speak the language they are taught in are 14 per cent more likely to read with understanding at the end of primary, compared to those who do not.

In France, children who speak French at home are 28 per cent more likely to be able to read with understanding at the end of primary than children who do not. This share rises to over 60 per cent more likely in countries such as the Islamic Republic of Iran, Slovakia, South Africa and Türkiye.

At the end of lower secondary, adolescents speaking the language of instruction are over 40 per cent more likely to be able to read with understanding compared to those who did not. This ranges from a 4 per cent gap in Canada to around 40 per cent in Germany and the Kingdom of the Netherlands, and over 60 per cent in Thailand.

Improved access and inclusivity through mother tongue education.  Adopting a mother language-based, multilingual education improves access to and inclusion in education, particularly for population groups that speak non-dominant, minority and indigenous languages. Studies have shown that such approaches can boost classroom participation, improve retention rates and encourage family and community involvement in education. They also play a vital role in mitigating the challenges faced by migrant and refugee learners, promoting a sense of safety and resilience. Yet—at a time of record displacement—over 31 million young people who have fled war or crisis situations are learning in a language that differs from the official language of their country of origin.

Contributing to peace and sustainable development.  The achievement of the Sustainable Development Goals is intricately linked to linguistic diversity and multilingualism. The  Global Action Plan of the International Decade of Indigenous Languages (2022–2032) , spearheaded by UNESCO, underscores the importance of language choice for human dignity, peaceful coexistence and sustainable development. Commitment to these ideals drives UNESCO support for building inclusive and equitable, quality education opportunities in indigenous languages in both formal, non-formal and informal educational settings.

Helping mother language education thrive

The potential of multilingual education is enormous, but realizing its full benefits requires a commitment to lifelong learning and a deeper appreciation of the value of linguistic diversity.

To foster thriving multilingual education, we need robust policy support, advocacy and innovation. This includes adopting policies that promote mother language education from early childhood, as seen in diverse countries such as Ghana, Peru, Singapore and South Africa. It also involves recruiting and training teachers and community members competent in learners’ mother tongues, as well as exploring innovative solutions, such as partnerships with digital platforms, to meet diverse language needs.

Partnerships and cooperation at all levels, including across universities, academic centres and institutions that support language development, can also enhance capacity, and expand access to teaching and learning materials in local languages in both print and digital forms. This must be accompanied by formative and summative assessments that are appropriately designed to monitor the learning outcomes of multilingual learners.

Mother language-based, multilingual education must be part of our efforts to address the learning crisis and learning poverty facing many countries around the world.

In an increasingly globalized world, UNESCO remains committed to promoting multilingual education and cultural and linguistic diversity as cornerstones for the sustainability of our societies.

This article by UNESCO Assistant Director-General for Education, Stefania Giannini, was originally  published in the UN Chronicle on 20 February 2024, ahead of International Mother Language Day. 

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Bilingual Education: What the Research Tells Us

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Part of the book series: Encyclopedia of Language and Education ((ELE))

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This chapter explores key research findings about bilingual education and the related efficacy of various approaches to teaching bilingual students. Its principal focus is on the research to date on the most common forms of bilingual education. This research consistently supports the efficacy of bilingual education, particularly when it is predicated on additive bilingual principles. Even so, ongoing public opposition to bilingual education, often highly misinformed, remains strong. The chapter also examines recent research around the notions of “dynamic bilingualism” and “translanguaging,” along with their pedagogical implications for existing bilingual programs.

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Key Concepts in Bilingual Education

Research Perspectives on Bilingualism and Bilingual Education

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May, S. (2016). Bilingual Education: What the Research Tells Us. In: Garcia, O., Lin, A., May, S. (eds) Bilingual and Multilingual Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02324-3_4-1

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bilingual education

Definition of bilingual education

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1900, in the meaning defined above

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Bilingual Education in the Classroom

Bilingual education is the process of teaching students using two languages. Educators usually teach students in their native language in conjunction with a second language utilizing differing levels of the native and second language depending on the requirements specified in lesson plans and teaching models.

Below are common bilingual education models employed in public school schools, charter schools and private institutions across the United States.

Transitional Bilingual Education. This type of bilingual education is designed to help students learning a new language pick it quicker and make the transition to begin learning math, science, and other subjects in English. Students begin receiving instruction in their native language and eventually become weaned off it and begin to learn entirely in English.

Two-Way or Dual Language Immersion Bilingual Education. These programs are intended to assist English and non-English speaking students learn to speak and write in a second language. In the United States, most students enrolled in dual language immersion programs will be a 50/50 mix of English and Spanish speakers.

These programs are not very popular in the United States, but research has shown that non-English speaking students taking advantage of these programs effectively learn how to write and speak in English.

Not only do non-English speakers benefit from these programs, but English speakers do as well. Non-English and English speaking students learn together in dual immersion bilingual education programs.

Another type of dual language program teaches students using the following steps: 1) Teachers instruct students in a second language but are able to understand students when they must ask questions in their native languages. However, teachers respond to questions in the language students are learning; and 2) Students continue to take literacy and language improvement classes in their native language since it has been proven that skills learned in these classes can be applied to classes where students receive instruction in a second language.

Students enrolled in these programs are not taught non-language related subjects in their native language. They will continue to be taught these subjects in a second language. This way, students will only receive grammar and language instruction in their native language, so it can be later applied to their foreign language instruction.

Late-Exit or Developmental Bilingual Education. Students are taught in their native language for a period of time, while simultaneously they are learning a new language. This way, students improve literacy in their first language, which makes it possible for them to later apply this knowledge to the foreign language instruction they’re receiving.

Pros and Cons

Opponents of bilingual education in the classroom believe that the bilingual education programs cost too much and students living and educated in the United States should learn English–the lingua franca of American culture and society.

Even though congress has yet to pass a bill recognizing English as the national language in the United States, a large number of people, groups and organizations argue that using and teaching ‘foreign’ languages as secondary languages in the public school system is not only out of sink with the tradition of using English but represents a real threat to the stability, growth and sovereignty of the United States.

Those in favor of bilingual education in America’s schools, argue just the opposite. Proponents of bilingual education believe that when non-English speaking students are educated in both their native language and English, they’re ability to learn and speak English is greatly enhanced; they learn English in a more efficient manner and they’re able to continue learning core subjects (math, history, science, etc.) as they transition to speaking English.

Bilingual education programs are in fact more expensive than English language only programs. However, does the cost of running such programs outway the benefit they provide? Bilingual education appears to be the most effective way to teach students whose dominant, or native, language isn’t English.

The only other alternative to bilingual education is immersion–and studies have shown that immersion isn’t cheap either. When students are taught math, science, history and other skills in a language they don’t understand, content learning is completely lost and little meaningful progress is made.

Proponents of bilingual education also argue that bilingualism in the United States is sometimes associated with immigration and may hold a stigma for those students who would benefit by learning in bilingual classrooms. Opponents make the case that bilingual education allows minorities who speak a primary language other than English to resist assimilation and avoid learning and becoming fluent in English.

You can learn more about the benefits of bilingual education by reading our article Learning a Foreign Language Supports Academic Achievement and Cognitive Development .

Legislation

Bilingual education, as a matter of law, has been around in some form or another since 1839. Ohio was one of the first states in the nation to authorize bilingual education (German-English) in the public school system. By the end of the 19th about a dozen other states had followed suite passing laws to allow several other languages (Polish, Czech, Spanish, Norwegian, Spanish, French and Cherokee) to be taught alongside English.

However, following World War I, fears about the loyalty and patriotism of immigrants and non-English speakers, especially German Americans, hit an all time high prompting most states to adopt English-only laws designed to “Americanize” anyone and everyone living in the United States. By the early 1920’s, bilingual education in the United States almost ceased to exist.

It wasn’t until the civil rights movement of the 1960’s that bilingual education was reintroduced into America’s school system. In 1968, the Bilingual Education Act (BEA), commonly referred to as Title VII, was enacted by Congress.

The act not only made bilingual education a federal law, it encouraged bilingual education by providing federal funds to schools who employed native-language instruction in the classroom. However, in 2002, with the passage of the English Language Acquisition Act, or Title III (part of the No Child Left Behind Act ), bilingual education became a state issue and lost all federal funding.

The focus of Title III was to teach English to all students with limited English proficiency without supplemental native-language instruction.

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In This Article Expand or collapse the "in this article" section Bilingual Education and Bilingualism

Introduction, general overviews.

• Defining Bilingualism
• Bilingualism and Cognition
• Defining Bilingual Education
• Effectiveness of Bilingual Education Programs
• Translanguaging as a Pedagogical Issue
• Politics of Language and Bilingual Education

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Bilingual Education and Bilingualism by Stephen May , Lincoln I. Dam LAST REVIEWED: 27 January 2022 LAST MODIFIED: 26 August 2014 DOI: 10.1093/obo/9780199756810-0109

This article presents a selection of the key literature on bilingualism and bilingual education and gives readers access to the international research on the multiplicity of topics that make up these fields. While the term “bilingualism” is consistently used throughout this article, it should also be taken as incorporating multilingualism. The question of what constitutes bilingualism has been the subject of much debate, with definitions ranging from minimal to maximal competency in more than one language. Similarly, the links between bilingualism and education have also been widely debated. Prior to the 1960s, for example, research on bilingual students in schools attributed bilingualism with detrimental effects on thinking. From this, early researchers often claimed that bilingual education had few, if any, benefits. In contrast, the consensus of research since the 1960s strongly suggests the opposite, highlighting the cognitive benefits of bilingualism and, relatedly, that bilingual education is an effective approach for language learning when it is designed and implemented appropriately. A comprehensive review of the literature on bilingual education also suggests that it is a highly political issue on many levels. For instance, some have noted that bilingual education policies are seldom actually assessed on the basis of educational research and theory alone, but are instead shaped and determined by external influences such as political ideology. Added to this are the challenges associated with assessment measures for students undertaking bilingual education. Not only is testing a political act, but bilingual institutions and programs are confronted with significant complexities. These include how best to examine student learning and capabilities in ways that take aspects of their bilingual and cultural backgrounds into consideration while simultaneously meeting the requirements of often-monolingual assessment schemes. The themes presented here are but a sample of the topics that are considered vital to the progression of research encompassing bilingualism and bilingual education.

While there is an abundance of literature on bilingualism and bilingual education, two introductory texts stand out. These two texts were selected for their clarity, usefulness, and endurance in the field, as well as for the academic credentials and the long-standing reputations of their authors. Written as an entry-level reader from a cross-disciplinary assessment of the field, Baker 2011 (now in its fifth edition) thoroughly reviews all of the pressing issues and underlying concepts in bilingual education and bilingualism, at both individual and societal levels. Baker 2011 also takes a balanced approach to the efficacy of bilingual education, highlighting both its significant accomplishments, as well as the ongoing challenges bilingual education programs face, particularly in relation to their pedagogical and assessment practices. Undergraduate students, especially those new to the field, will find Baker 2011 thoughtfully and accessibly structured. Those with specific interests in the frameworks, principles, and practice of bilingual education should also refer to García 2009 . Unlike Baker 2011 , García 2009 takes a more technical approach to the topic, spending less time defending bilingual education and more time expounding and elaborating on it. The text is written from a bilingual practitioner’s perspective and comprises chapters on bilingual education policy, practice, pedagogy, and the assessment of bilinguals, with particular (although not exclusive) reference to the US context. García 2009 offers readers a thorough examination of the different types and frameworks of bilingual education, as well as their theoretical foundations, objectives, and pedagogical practices. García 2009 also provides an invaluable chapter on the notion of “translanguaging,” which highlights the often complex and hybrid language use of bilinguals (pp. 42–72), an emerging field of research in the field. Following from this, García argues for the need to mirror the translanguaging characteristics of bilinguals in bilingual education. For an accessible article-length overview of key research underpinning bilingual education, see also May 2008 . For older but still highly useful contributions, see Baker and Prys Jones 1998 and Cummins 2000 . The latter is of particular significance, given the author’s long-standing influence on the field and the summary and updating of his key arguments with respect to bilingualism and bilingual education in the text. Issues of the appropriate assessment of bilingual students also feature prominently (see also Assessment ).

Baker, Colin. 2011. Foundations of bilingual education and bilingualism . Bristol, UK: Multilingual Matters.

This revised and updated best-selling textbook (now in its fifth edition) provides readers with a comprehensive introduction to bilingual education and bilingualism. It covers all of the critical issues related to bilingualism and also offers useful summaries, recommended further reading and study activities that supplement each chapter.

Baker, Colin, and Sylvia Prys Jones. 1998. Encyclopedia of bilingualism and bilingual education . Clevedon, UK: Multilingual Matters.

This comprehensive 500,000-word encyclopedia comprises four key sections: individual bilingualism, languages in society, languages in contact in the world, and bilingual education. Each section offers numerous textboxes, photographs, and graphics for those who are new to the area. Cross-referencing also allows the reader to access other information in the encyclopedia, while “Further Reading” sections at the end of each topic and a bibliography at the end of the encyclopedia lead the reader to information elsewhere.

Cummins, Jim. 2000. Language, pedagogy and power: Bilingual children in the crossfire . Clevedon, UK: Multilingual Matters.

This volume reviews the research and theory relating to instruction and assessment of bilingual pupils, focusing not only on issues of language learning and teaching but also on how wider power relations affect patterns of teacher-pupil interaction in the classroom.

García, Ofelia. 2009. Bilingual education in the 21st century: A global perspective . Malden, MA: Wiley-Blackwell.

This valuable contribution to the literature provides a comprehensive examination of the principles and practice of bilingual education. It is written from a practitioner’s perspective, strongly endorsing bilingual education and informing readers on how best to implement it.

May, Stephen. 2008. Bilingual/immersion education: What the research tells us. In Bilingual education: The Encyclopedia of Language and Education . 2d ed. Vol. 5. Edited by J. Cummins and N. Hornberger, 19–34. New York: Springer.

This article-length overview of key research underpinning bilingual education is an excellent introduction to the field. May outlines what research has to say about the most effective bilingual education approaches; however, he also highlights how this research is regularly ignored, particularly by opponents of bilingual education in wider public and policy debates.

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20 Bilingual Education

Colin Baker is pro vice chancellor at the University of Wales, Bangor. He is the author of 15 books and over 50 articles on bilingualism and bilingual education, with specific interests in language planning and bilingual education. His book Foundations of Bilingual Education and Bilingualism (Multilingual Matters, 1993, 1996, 2001, 2006) has sold over 50,000 copies and has been translated into Japanese, Spanish, Latvian, Greek, Vietnamese, and Mandarin. His Encyclopedia of Bilingualism and Bilingual Education (with S. P. Jones, Multilingual Matters) won the British Association for Applied Linguistics Book Prize Award in 1999. He edits three Multilingual Matters Book Series and is editor of the International Journal of Bilingualism and Bilingual Education. In addition to his academic activities, Colin Baker has held three U.K. government appointments. He can be reached at http://[email protected].

• Published: 18 September 2012
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Bilingual education is not just about education and bilingualism. There are dimensions to bilingual education that require a multidisciplinary understanding. It is not just about the use of two languages in the classroom. There are dimensions to bilingual education that involve economics, philosophy, history, sociolinguistics, and, not least, politics as well as language planning. For example, bilingual education is a means of language planning that sometimes seeks to assimilate indigenous and immigrant minorities, or to integrate newcomers or minority groups. At other times, bilingual education is a major plank in language revitalization and preservation. There is the viewpoint of language planners is one essential means of language maintenance, revitalization, and reversing language shift. The benefits of bilingual education are not self-apparent or intrinsically obvious. Therefore, the notion of bilingual education has to be marketed so that both the public and politicians are persuaded and convinced.

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bilingualism , Ability to speak two languages. It may be acquired early by children in regions where most adults speak two languages (e.g., French and dialectal German in Alsace). Children may also become bilingual by learning languages in two different social settings; for example, British children in British India learned an Indian language from their nurses and family servants. A second language can also be acquired in school. Bilingualism can also refer to the use of two languages in teaching, especially to foster learning in students trying to learn a new language. Advocates of bilingual education in the U.S. argue that it speeds learning in all subjects for children who speak a foreign language at home and prevents them from being marginalized in English-language schools. Detractors counter that it hinders such children from mastering the language of the larger society and limits their opportunities for employment and higher education .

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The Truth About Bilingualism: It’s Only for Some Students

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Corrected : An earlier version of this story incorrectly described a funding request from the state board of education in Washington state. The $250,000 request, if awarded, would pay for low-income students’ testing fees.

Editor’s Note: Staff Writer Corey Mitchell covers English-learners and civil rights in education. This analysis is part of a special report exploring pressing trends in education. Read the full report: 10 Big Ideas in Education.

Schools in the United States are embracing bilingualism like never before.

Shifting demographics and political dynamics have transformed views on multilingual education in many parts of the country, paving the way for a focused examination of educating the nation’s 5 million K-12 English-language learners and the importance of foreign-language instruction.

The spread of the “seal of biliteracy"—a seal affixed to the diplomas or transcripts as official proof that students can speak, read, and write in more than one language—raises a question: Bilingualism for whom?

When the seal of biliteracy launched in California nearly a decade ago, its advocates envisioned an honor that would recognize multilingual English-language learners and native English speakers alike.

Bilingual education has an equity problem, says researcher Nelson Flores . Scroll down for his explanation on how to upend elite bilingualism.

Now, with more than 30 states offering the seal, some students are being shut out of the process: English-learners and students from low-income families may be on the wrong side of an opportunity gap, with their chances to demonstrate their bilingualism restricted by their circumstances.

Recent research out of Georgetown University suggests that whiter, wealthier schools with fewer English-learners were more likely to offer the seal of biliteracy.

The study highlights a host of disparities in how schools and governments determine when bilingualism is a benefit and when it’s a burden.

The researchers also determined that, in most states offering the seal, English-learners must climb a higher bar to earn the honor: The criteria for earning the seal holds English-learners to a higher standard in their second language (English) than native English speakers are held in theirs.

The standards are so uneven that Nicholas Subtirelu, an assistant professor at Georgetown, and his colleagues argue that, in most cases, native English-speaking students studying a world language in high school could not pass a proficiency test in their second language to qualify for the seal, which is exactly what ELLs must do in order to be reclassified as “English proficient.” Even when given the opportunity to demonstrate fluency in their native languages, some non-native English speaking students hit another roadblock. Formal exams are often limited to languages studied in U.S. high school world-language classes: AP and the College Board offer tests in fewer than 10 languages. The American Council of Teachers of Foreign Languages has exams in a dozen languages.

So, students fluent in languages such as Haitian Creole and Vietnamese, both among the top five home languages for the nation’s K-12 English-learners, don’t always have a clear path to show what they know.

Amy Heineke, an associate professor at Loyola University Chicago, is among a small, yet growing number of researchers concerned that states are prioritizing “elite bilingualism,” the language learning of middle- and upper-middle class students, as an achievement while the potential bilingualism of Latinx and other students is more of an afterthought.

In her view, the seal of biliteracy has the power to support bilingualism for English-learners and English-fluent students who speak another language at home, but only if states want that outcome.

Right now, the argument can be made that many don’t.

In their review of biliteracy seal legislation or policies in 30 states, Heineke and co-author Kristin Davin found that two-thirds explicitly avoided mentioning English-learners when framing its purpose.

Among those states is Florida, which is promoting bilingualism by offering the seal of biliteracy.

And yet, the state’s education department has refused to give English-learner students exams in language arts, math, or science in the students’ native languages, because English is the official state language.

English-learner advocates argue that the approach is shameful and creates a double-standard—allowing for foreign-language assessment to prove biliteracy, but not allowing English-learners to show what they know in their native languages.

In nearly every state that offers the seal, no one is tracking who earns them—so there’s no way to know how many English-learners are reaping potential benefits, such as earning college credits or a boost in the job market.

The state of Washington is an exception—and its approach may offer a path forward for states looking to push for equity.

The state’s education department has launched a campaign, and a $250,000 funding request, to cover language-proficiency testing fees for low-income students—opening an avenue for all students to demonstrate their fluency in their home languages. The state legislature could take up the issue early in 2019.

Washington already offers competency tests in languages such as Vietnamese, Somali, Punjabi, Tagalog, Romanian, and Amharic. The availability of those tests is already paying off.

Washington is also one of the few states that tracks the demographics of students who earn the seal of biliteracy. To date, roughly 20 percent of the 7,000 students who’ve earned the state seal of biliteracy there were current or former English-learners, said Angela Dávila, the state’s world languages program supervisor.

Dávila said Washington state has a goal for recognizing multilingual students: Propping open the door open to accept all comers.

If states are serious about providing equal opportunities for all bilingual students, perhaps they should do the same.

PERSPECTIVE

How to dismantle elite bilingualism.

By Nelson Flores

Recent years have witnessed the expansion of dual-language programs, alongside increasing support for the Seal of Biliteracy. These developments bring increased attention to the challenge of ensuring that racialized bilingualism (when students of color speak a non-dominant language at home and learn English at school) is placed on an equal playing field as elite bilingualism (when white students speak English at home and learn a second language in school).

One way of addressing this challenge is by ensuring that students in all ZIP codes have the opportunity to formally study languages other than English through the more-equitable distribution of dual-language programs. The disproportionate concentration of dual-language programs in affluent or gentrifying neighborhoods denies dual-language education to many racialized bilinguals, as well as other students of color who often attend schools in segregated, low-income communities.

Efforts to integrate elite and racialized bilingualism in dual-language programs also pose challenges to schools. These programs often include families from vastly different racial and socioeconomic statuses who have different norms of interaction with schools. Schools can confront this challenge by partnering with local organizations with strong connections to the communities being served by these programs.

These organizations can support schools in identifying existing community resources and help bring them into the classroom. They can also support schools in ensuring equitable participation of all parents in school decisions.

The challenge of equitable participation also trickles down to the classroom, where elite bilingual students often dominate interactions both because of the dominance of English and because they are more comfortable advocating for themselves. Teachers can resist this tendency by becoming more aware of who they call on in class, incorporating culturally relevant materials that build on the experiences of racialized bilinguals, and structuring group work to ensure both elite and racialized bilinguals have the opportunity to be positioned as experts.

State, district, and school leaders can further ensure that the expertise of racialized bilinguals is recognized by reconsidering the overreliance on standardized assessments in determining language proficiency. These assessments emphasize language practices that are disconnected from the lived experiences of racialized bilinguals. They therefore often indicate that these students are not fully proficient in any language. The result can be classrooms where elite bilinguals are framed as gifted and racialized bilinguals are framed as in need of remediation.

A more holistic understanding of the linguistic knowledge of racialized bilinguals can facilitate treating their bilingualism as a resource for learning rather than a deficit in need of remediation. In my research, I have mapped the complex language practices of young racialized bilinguals on to state standards, illustrating the ways that their lived experiences already provide an important foundation for meeting the standards.

Schools cannot solely dismantle hierarchies between elite and racialized bilinguals. Yet, by ensuring the equitable distribution of bilingual education, promoting community participation, and developing mechanisms for valuing the home language and literacy practices of all bilingual students, they can work to develop the foundation for broader efforts to promote racial equity.

Nelson Flores is an associate professor of educational linguistics in the graduate school of education at the University of Pennsylvania.

What big ideas matter to your classroom, school or district? We want to know. Tweet your comments to us at #K12BigIdeas. A version of this article appeared in the January 09, 2019 edition of Education Week as Bilingualism for Whom?

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The Power of Bilingual Education at St. Augustine College

June 27, 2024

In our globalized world, bilingualism and education are becoming increasingly important. At St. Augustine College, our bilingual programs are designed to boost academic performance through innovative teaching methods like dual-language immersion. This approach enhances learning and provides students with a competitive edge in our globally connected job markets.

What Are Bilingual Programs?

Our bilingual programs integrate English into the teaching process while maintaining students’ Spanish skills. This creates a solid foundation for academic success. We ensure that students are well-prepared for academic and professional challenges by embracing the benefits of bilingual education from the start.

Why is Bilingual Education Important?

Bilingual education benefits students’ cultural experiences by allowing them to connect with their heritage and appreciate diverse cultures. This cultural awareness fosters empathy, adaptability, and a broader worldview. In our interconnected world, those who speak more than one language can take advantage of more opportunities. They can engage with diverse communities, work in multinational companies, and collaborate across cultures. This global perspective benefits students’ professional lives and personal experiences, making them more adaptable and culturally aware.

Academic Advantages

Students enrolled in bilingual programs experience the numerous benefits of bilingual education . Research shows bilingual students develop superior cognitive abilities compared to their monolingual peers. These students are often better at problem-solving, and multitasking, and have a deeper understanding of language mechanics. Additionally, bilingual students perform better academically, with higher literacy rates and improved performance in subjects like math and science 

Benefits of Bilingual Education

The benefits of bilingual education extend into many different parts of life. Here are some of the major advantages:

• Enhanced Job Prospects : Being proficient in multiple languages is highly valued in the job market and increases the number of career opportunities available.
• Higher Salaries : Bilingual individuals often have access to higher salaries due to the demand for their skills.
• Cognitive Benefits : Bilingual students develop greater problem-solving skills, multitasking abilities, and a deeper understanding of language mechanics.
• Cultural Awareness : Bilingual education creates empathy and adaptability, allowing students to appreciate and understand diverse cultural contexts.
• Academic Excellence : Bilingual students tend to perform better academically, with higher literacy rates and improved performance in subjects like math and science.
• Real-World Readiness : Graduates of bilingual programs are well prepared to pursue careers in international business, translation, education, and more, giving them a significant advantage in various professional fields.

If you would like to learn more about the Career-Boosting Perks of Being Bilingual and the Cognitive Benefits of Being Bilingual you can read more about it in our blogs.

Successful Dual-Language Immersion 

Our dual-language immersion programs are particularly effective. By encouraging students to incorporate their native language while learning English, we promote a more inclusive and supportive learning environment. Studies have shown that this approach helps students maintain their cultural identity and improves their self-esteem and motivation to learn.

Join St. Augustine College’s Bilingual Programs

St. Augustine College is committed to providing high-quality bilingual education that meets the needs of our diverse student population. Our programs are designed to foster academic excellence, cultural appreciation, and career readiness. If you’re interested in gaining a competitive edge through bilingual education, explore our programs and see how we can help you achieve your goals. Contact us to learn more and enroll today to get started!

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Immersion Bilingual Education: What It Is and How to Implement It

In a way, immersion bilingual education should be the goal of every language teacher.

After all, immersion most closely mimics the way we learn our first language. And in teaching students a second language, we are already creating a bilingual setting to some degree.

But the nuts and bolts of bringing a bilingual immersion model to life in a classroom or a school can be elusive.

How does the teacher create an immersive environment for a new language while utilizing students’ native language ?

Read on for an overview of immersion bilingual education models, how to determine which is right for your situation, tips for implementing your program and how to measure its success.

What Is Immersion Bilingual Education?

How to determine which immersion bilingual model to use, tips for implementing immersion bilingual education, signs of a successful immersion bilingual program.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

The Bilingual Education Act of 1968 set the precedent that students must be able to access education equally, regardless of language barriers.

Unfortunately, bilingual education has not always met its full potential when it has been implemented. Without a clear vision, educators have struggled with the reality and practicalities of it.

Confusion often arises because “immersion” and “bilingual education” are two different things!

Immersion is a particular type of language teaching in which the target language is the content and the medium of instruction. In other words, it is both the vehicle for learning and the package that is delivered—you learn the language by receiving instruction in the language.

There are three widely accepted immersion models:

• Total immersion: 100% of the school day is in the target language.
• Partial immersion: Half of the instruction is in the target language and half is in the students’ native language.
• Two-way immersion: Students receive instruction in both their native and target languages.

Typically, partial immersion involves students who speak the same native language. The two-way model, on the other hand, means that students of different language backgrounds are combined in one classroom, accessing the same content together.

You can probably already see how immersion and bilingual education can be related now.

Bilingual education  effectively means that students receive instruction in two languages. For example, classes might be taught in Spanish for part of the day and then in English for another part of the day.

There are four classic models of bilingual education:

• Transitional: This model aims to leave the students’ native language completely behind and fully embrace the target language.

Understanding these different models of immersion and bilingual learning is important as you try to decide what your goals are and how best to meet them.

The benefits of immersion bilingual education are many. The success of this language learning method is well-documented : It can improve students’ attention span and reading ability, and make them more empathetic .

Besides, immersion bilingual education meets all the criteria for effective teaching and learning: It is student-centered, task-oriented and equitable.

Problems with immersion bilingual education arise because teachers often lack the training and/or resources to make the method effective.

To choose an immersion bilingual education model that works for your situation, you can start by considering these questions about staff requirements and support of the program:

Communicate with parents regularly via meetings, emails and phone calls to make sure that they understand your goals. Give them information on the value of immersion bilingual education programs, especially if this will be a totally new endeavor.

Next, carefully consider students’ curriculum targets and how their immersion learning might affect their overall academics:

Lastly, you’ll want to be clear on the logistics of the program and how you’ll measure and achieve goals:

Any textbooks, worksheets or resource materials need to reflect your goals. If your goal is a two-way immersion program, then any materials should be written in the language of instruction.

For example, if Art is taught in French, then all textbooks and examples for that class should be in French. If Social Studies is taught in Spanish, then all materials should be in Spanish.

I recommend that you learn more about CLIL (Content and Language Integrated Learning)  for other considerations to guide you as you construct your immersion program.

If you’re trying to get an immersion bilingual education program off the ground, don’t feel overwhelmed! Here are some guidelines to help:

• Seek out the knowledge of colleagues and experts.  Collaborate with subject area teachers . Your colleagues are a wealth of information. Another great resource is other schools that have successful immersion bilingual education programs. Observe their classes and chat with instructors.
• Come up with creative themes and subjects.  What about putting Mandarin Chinese vocabulary to a tune as part of a music class? Or learning Spanish through word problems in math? You can also combine teaching art with language. And if you’re feeling inspired, your students will too.
• Keep it task oriented. The magic of immersion and bilingual teaching is that they get you away from traditional memorization drills and instead immerse the students in a more realistic learning setting. Keep classroom tasks relevant and focused on those of real life—consider activities like role plays, presentations and cooking classes.
• Use visuals.  Infographics, posters, drawings, signs, slideshow presentations…these will all help you hold your students’ interest and make lessons more memorable. You can even use a virtual immersion program such as FluentU to show level-appropriate target language videos to your students alongside tools like multimedia flashcards and personalized quizzes.
• Celebrate success.  Immersion bilingual education is hard, so reward yourselves for progress. Incorporate celebrations of individual and group success into the routine life of the classroom, and watch your students’ motivation soar!

You picked an immersion bilingual education model and got it up and running. So how can you tell if your program is truly succeeding? Here are the signs of an effective program:

• The administration and staff are supportive and knowledgeable.  Ask anyone that works in your school about your initiative for immersion bilingual education and they’ll be able to tell you what it is and why it is of value to the students.
• The teachers are highly qualified. All of the teachers involved in the program are qualified in their subject matter.
• The vision has been clearly communicated.  Everyone understands the curriculum and model, and all your fellow travelers know the final destination.
• There are many opportunities for parent involvement. Parents are invited to volunteer and are frequently informed of student progress, so they feel like a part of the process.
• The classroom is structured.  Discipline and orderly routines help students feel less chaotic as they try to navigate the unpredictable world of language acquisition.

The benefits of bilingual and immersion education are endless!

Don’t be intimidated by a lack of knowledge from reaping these benefits.

All you need is some intentionality and a little enthusiastic collaboration to give your students an added edge not just in language learning, but in other disciplines, too.

Related posts:

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• He is a controversial educational leader known for his fierce opposition to bilingual education .
• They argue that without bilingual education , students with limited English skills will fall further behind in maths , history , and science .
• The candidates debated whether more money should be allocated to bilingual education services .
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Letters to the Editor | Misconceptions cloud anti-bilingual argument:…

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Letters to the editor | misconceptions cloud anti-bilingual argument: letter to the editor.

This letter to the editor reflects some general misconceptions about bilingual education.

In bilingual education, English is used increasingly through the years (in most models) so that proficiency and literacy in both languages are achieved. Research shows that students in bilingual programs equal or outperform their peers in English by 5th grade

Finally, where, precisely, will we find those bilingual teachers if we wait until high school “foreign” language class to teach literacy, and to use and value their native language? We need to provide incentives for and prepare more bilingual teachers.

Merryl Kravitz Professor Emerita, School of Education, New Mexico Highlands University San Jose

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