Bilingual education

Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model.

The following are several different types of bilingual education program models:

Dual Immersion classrooms encourage students but with the permission it may be enthustiactic &' native language development, making an important contribution to heritage language maintenance and allows language minority students to remain in classrooms with their native English-speaking peers, resulting in linguistic and sociocultural advantages (Christian, 1996b). As of May 2005, there were 317 dual immersion programs operating in elementary schools in the United States in 10 different languages(Center for Applied Linguistics, 2005).

Dual Language programs are less common in US schools, although research indicates they are extremely effective in helping students learn English well and aiding the long-term performance of English learners in school. Native English speakers benefit by learning a second language. English language learners (ELLs) are not segregated from their peers.

Many myths and much prejudice has grown around bilingual education. Researchers from the UK and Poland have listed the most entrenched misconceptions:

This are all harmful convictions which have long been debunked, yet still persist among many parents.

Although bilingual schools exist, the majority of Senegalese schools teach in French and follow the French system. However, studies have shown that approximately 80% of teachers use a 'local language' in order to communicate with all of their students.

Asia is the Earth's largest and most populous continent, located primarily in the eastern and northern hemispheres. It includes a large number of countries, some of which are grouped into subregions.

In the Autonomous regions of China many children of the country's major ethnic minorities attend public schools where the medium of instructions is the local language, such as e.g. Uyghur or Tibetan. Traditionally, the textbooks there were little different from merely a translated version of the books used in the Chinese schools throughout the country; however, as of 2001, a move was on foot to create more teaching materials with locally based content.

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