Definition
An educational approach in the United States for students with limited English proficiency in which the students are instructed in their primary language for a limited time until they have reached sufficient proficiency in English and are then transitioned to English-only instruction.
Description
Transitional bilingual education programs are referred to as early-exit programs if students receive bilingual instruction (i.e., at least some instruction in primary language in addition to instruction in English) for 2 years or less and late-exit if students receive bilingual instruction for most or all of their elementary school years (typically around 40% of instruction in primary language until sixth grade) [1]. Language proficiency and academic achievement in English is the central long-term goal of such programs. Longitudinal research has demonstrated that late-exit bilingual education programs are associated with faster growth rates in academic achievement and similar...
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References
Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon, England: Multilingual Matters Ltd.
Ramirez, J. D., Yuen, S., & Ramey, D. R. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children. San Mateo, CA: Aguirre International.
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Ray-Subramanian, C.E. (2011). Transitional Bilingual Education. In: Goldstein, S., Naglieri, J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79061-9_2941
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DOI: https://doi.org/10.1007/978-0-387-79061-9_2941
Publisher Name: Springer, Boston, MA
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