B.E

B.M.F

THIS MODEL HAD

majority language

minority language

indigenous language

international language

STRENGTHS

content-based language teaching

bilingual immersion

total immersion programs

Two-way immersion

Maintenance education

WEAKNESSES

Language submersion

a few pedagogical support

colonial context and colonial language

Transitional education

treats bilingualism as a transient phenomenon

introduce basic literacy and numeracy in the minority L1

Language object programs

offer a limited access to bilingual education

BENEFITS

Cognitive, social, and psychological

the development of academic skills in L1 and L2.

profits educationally, linguistically, and socially

also, profit cognitively and economically

ASSESSMENT AND EVALUATION

language and literacy competencies

may be differentially evaluated

educationally

socially

politically

the education programs have as their aim additive bilingualism

the acquisition and maintenance of both languages

the program evaluation must take account of proficiencies in both languages.

the appropriate assessment is critical to effective bilingual teaching

strong influence

RELIGION

CHRISTIANISM

translate from

Akkadian

Aramaic

Greek

GOVERNMENT

hebrew

arabic

PROFESSION

economy

industrial revolution

invention of printing

English and French

Elite

ATTITUDE

POSITIVE, SOCIO-CULTURAL IDENTITY

MOTIVATION

INTRINSIC AND EXTRINSIC

MICRO-CONTEXT

at home could be

Monolingual

Bicultural

Multicultural

POLITICALLY BARRED

dominant class

LANGUAGE POLICY

status planning

literacy

language standard

second language rights

official language

bilingual education programs are widely available

adding bilingualism

the cultural heritage of death

transition state

language shift

STATUS