EECE 761 DB2
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School
CUNY Queens College *
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Course
EECE764
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
Pages
1
Uploaded by snguyen2019
What is the difference between a dual language program and a transitional program?
The dual language aims to develop high language proficiency and literacy levels in the program's
language and English while promoting cross-cultural understanding. In a dual language program,
instruction is given in English and the target language, often with a 50/50 model. The student population
in these programs is usually a mix of native English speakers and native speakers of the other language.
The goal is for students to become fully bilingual and bi-literate. Dual language programs prioritize the
development of bilingualism and biliteracy, maintaining native and target languages throughout a
student's academic journey. The transitional program goal is to transition students to English-only
instruction quickly. In this program, students' native language is used as a bridge to English language
instruction. The use of the native language in instruction decreases over time as the use of English
increases. The aim is not necessarily to maintain the students' native language skills but to facilitate their
English acquisition.
Why is a dual language program considered an additive bilingualism program?
The primary purpose of the bilingual program in the school systems is to ensure second language
learners' academic and social success. Language is acquired in two forms-social and academic. Bilingual
learners must learn to use English in daily social interactions and various content-specific settings. The
bilingual program helps kids who do not speak English transition more easily into academic and social
settings. Additive language models seek to value, promote, and maintain students' native languages.
Additive is when the student's native language is still developing while learning and developing a second
language. Subtractive happens when students learn a second language and completely forget or lose
their first language. The subtractive bilingual students tend to reject their native language and culture.
Why is it that a transitional bilingual program is considered a subtractive program?
A transitional bilingual program is often considered a subtractive program because it aims to
transition students from their native language to a second language, typically the language of instruction
in the school, while de-emphasizing or reducing the use of their native language. This approach can be
seen as subtractive because it often results in a loss of proficiency or maintenance of the native
language. The goal is to replace the native language with the dominant language for academic purposes.
What is the difference between a sequential and a simultaneous form of literacy development?
Sequential bilingualism occurs when a child learns a second language or languages after
mastering their native tongue, as occurs, for instance, when the parental tongue differs from the
dominant language in the community or the educational system. Children learning new languages at age
three or older are called sequential bilinguals. It is suitable for children who speak one language at home
and then learn a second language when they start school. The advantage of this approach is that the
child can build a strong foundation in their first language, which can then support their learning of a
second language. However, the disadvantage is that it may take longer for the child to become proficient
in a second language.
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