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Chapter 15: Developing

Enriched LanguageEducation Programs in

Other Contexts

Wendy and Greg Perry

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Considerations for BilingualEducation

Look at target populations' strengths and needs

Set realistic goals

Use research on language education

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the education of English language

learners

I see schools as major socializing agents that can

either reflect and reproduce the dominant socialorder or challenge and potentially transform that

order.

Freeman 2004

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Competing Ideas aboutLanguage

Language-as-problem

vs.

Language-as-resource

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The Work of LanguagePlanners

Have strong theoretical and practical base in languageeducation field.

Know the sociolinguistic situation of your community

Know the school context (resources, constraints,mandates)

Parent and community network

Know that coherence does not happen automatically.

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and Their Goals.

What aspects of your program will capitalize ontheir strengths while developing what they need?

Do you have a clear vision of the goals and are theymeaningful to students and the community?

What resources should you use in order to meetthese goals?

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is appropriate for the school and

community?

No one-size-fits-all type of language educationprogram

Schools can and should have more than onelanguage education program to promotebilingualism for their ELLs, heritage languagespeakers, and English speakers.

Four scenarios for language programming

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Scenario 1

A school that is in a bilingualcommunity that has access to

curricular materials in the non-English language, bilingual

educators, and communitysupport for a bilingual program.

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Program Suggestions

EITHER

a two-way immersion ( T W I)program as one strand in the

school for English speakers andspeakers of the other language

AND

a heritage/world languageprogram that promotes the

community language forstudents enrolled in the all-English mainstream

OR

a one-way developmental bilingual(DBE) program for ELLs

AND

a heritage/world languageprogram that promotes thecommunity language forstudents enrolled in the all-

English mainstream

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Scenario 2

A school that is in a bilingual community but that doesnot have the necessary conditions for a duallanguage program.

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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 inthe all English mainstream

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Scenario 3

A school that is in a bilingual community and thathas the necessary resources for a bilingual program,but that only allows transi- tional bilingualeducation for a maximum of three years.

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Program Suggestions

a transitional bilingual program for ELLs

a heritage language program for ELLs who have

exited the transi- tional program and who areenrolled in the all-English academic mainstream tosupport their continuing development of their her-itage language and literacies in that language, andfor other heritage language speakers in the

academic mainstream

a world language program for monolingual Englishspeakers

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Scenario 4

A school that has a large number of ELLs from awide number of language backgrounds.

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Program Suggestions

a sheltered ESL program for ELLs

AND

an extensive library of materials in the languages ofthe ELLs and creative ways for those students tobuild on their LI

AND a world language program for all students in thelanguage that the school chooses.

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A Call for Action

Educators need to document their efforts anddetermine their programs effectiveness.

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Discussion Questions

1. What are the pros and cons of deliberately usingyour curriculum to address language goals?

2. How does a school carefully create learning

experiences that lead to positive and productiveinclusion of language backgrounds?