The 10 Typologie of

Bilingual Education
Program
-Baker (2006)
Transitional
Bilingual
Education
(TBE
This approach focuses on helping
students transition from their
home language to the dominant
language of instruction, typically
English. The goal is to develop
English proficiency so students
can eventually succeed in
mainstream English-only
classrooms. [
Maintenance
Bilingual
Education
(MBE)
This model emphasizes
maintaining and developing
proficiency in the home language
while simultaneously acquiring
the target language. The aim is to
foster bilingualism and
biculturalism, recognizing the
value of both languages and
cultures.
Dual
Language
Immersion
(DLI)
This model involves students
from two different language
backgrounds learning together in
the same classroom. Instruction
is provided in both languages,
aiming to develop bilingualism
and biliteracy in all students.
Structured
English
Immersion
(SEI)
This approach focuses on
intensive English language
instruction for students who are
not proficient in English.
Students are immersed in English
for most of the school day, with
some support for their home
language.
Sheltered
English
This model provides English
language learners (ELLs) with a
comprehensive curriculum in all
content areas while
simultaneously developing their
English language skills.
Instruction is adapted to their
language proficiency level, using
visual aids and simplified
language.
Heritage
Language
Programs
These programs focus on
preserving and developing
students' proficiency in their
home language, often a language
that is not widely spoken in the
community.
Developmental
Bilingual
Education
(DBE)
This model aims to develop
students' proficiency in both
their home language and the
target language, with the goal of
achieving full bilingualism.
Instruction is provided in both
languages, with the balance
shifting towards the target
language as students progress.
Two-Way
Immersion
Programs
This model is a specific type of
DLI where students from two
distinct language backgrounds
learn together in the same
classroom, with instruction
provided in both languages. The
goal is to develop bilingualism
and biliteracy in all students,
fostering a sense of cultural
understanding and appreciation.
[
International
Schools
These institutions promote
education in an international
environment, often with a
multinational student body and
staff, multilingual instruction, and
curricula focused on global
perspectives.
Dual
Language
Schools
Academic programs taught in
two languages, with varying
degrees of emphasis on each
language. These programs aim to
develop bilingualism and
biliteracy, promoting cultural
understanding and appreciation
for diversity.
3 Classified Forms
• Monolingual Forms of Education for Bilinguals
• Weak Forms of Bilingual Education for Bilinguals
• Strong Forms of Bilingual Education
Monolingual Forms of
Education for Bilinguals
• 1. Segregationist - Minority language children are
denied access to programs or schools attended by
majority language children.
• 2. Mainstreaming/ Submersion (Structured Immersion)
- In this program, language minority children are
grouped in one class. The minority/first language is not
developed but is replaced by the majority language. This
deprives language minority children with the
opportunity to interact with their native-speaking peers.
It is also more challenging to the language minority
children to understand what their teacher is saying
because the LOI is the majority language.
• 3. Mainstreaming/ Submersion with Withdrawal
Classes/ Sheltered English - One example of this
program is when language minority children are
pulled from their mainstream classes and are
required to receive specialized instruction like
taking ESL (English as a Second Language) classes.
This program poses poses problems because
‘pulled-out’ students fall behind the other students
on curriculum content.
Weak Forms of Bilingual
Education for Bilinguals
• 1. Separatist - This program provides initial
instruction in the students’ first language and
instruction in the first language is phased out over
time. It is highly criticized, because it is “remedial,
compensatory, and segregated,” where language
minority children are separated from the
mainstream. It perpetuates the divide of the higher
class and the lower class- the language minority
children, in this case.
• 2. Transitional - The language minority deliberately
separates themselves from the language majority
where monolingualism in the majority language is
fostered, which results into limited bilingualism
among the language minority.
• 3. Mainstream with Foreign Language Teaching -
Majority language children are taught in their
home/majority language, with additional foreign
language lessons. The problem with this setup is
that relatively few students become competent in
the second language.
Strong Forms of Bilingual
Education
• 1. Immersion – it consists in teaching the
curriculum in a second language, with the aim of
producing efficient bilinguals.
• 2. Maintenance/Heritage Language – it occurs
when minority children are taught in their native or
heritage language, and the objective is achieving
complete bilingualism.
• 3. Two-way/Dual Language – it occurs when
approximately equal number of minority and
majority language students are in the same
classroom and both languages are used during the
lessons.
• 4. Mainstream Bilingual – it is for world spread
languages like English, German, French, and so on.
It compromises the joint use of two majority
languages in a school.
 Thank
you/magsukul/Sala
mat🤍