Long Descriptions for Chapter Three

Figure 3.1. Multilingual Programs

A figure shows a graphic representation of two overlapping squares to illustrate similarities and differences among different types of multilingual programs. One square is labeled “Open to all students,” with the subtitle “not designed/offered specifically for English learner students.” A note in the square reads: these program types are open to all students but are not designed to help English learner students achieve proficiency in English—a specific goal for English learner students. Program types listed in this square are:

• Foreign language programs in elementary school
• World language courses in secondary schools
• One-way immersion programs
• Indigenous language programs
• Heritage language courses

A second square is labeled “Designed/offered specifically for English learner students.” Program types listed in this square are:

• Developmental bilingual education programs
• Maintenance bilingual programs
• Native speakers courses (e.g., Spanish for native speakers)

A note in the second square reads: Transitional bilingual education programs are not considered biliteracy programs. While two languages are used, the goals and duration of the programs result in a transfer to English instruction, and not long-term biliteracy.

At the overlap of the two squares is a third region, labeled “Open to all students and designed/offered specifically for English learner students.” Two program types are listed in this region:

• Dual language immersion
• Two-way (bilingual) immersion

A note in this region reads: these programs are designed to help all enrolled students (both English learner and non-English learner students) attain full bilingualism and biliteracy in both English and a language other than English (LOTE). For English learner students, the added benefit is that they sustain learning in their home language.

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