1. Jose J. Aguirre
EDU 321
Lyndsey Gresehover

2.  The use of two languages in school by students or by
teachers.
 “It refers to approaches in the classroom that use the
native languages of English language learners (ELLs)
for instruction” (NABE, 2009).
 Goals include teaching English, acculturating
immigrants to a new society, etc.

3.  An English-only program where instruction is
provided exclusively in English.
 Children with low English proficiency get
automatically put into ESL classes.
 There are two different types of immersion programs:
“submersion” and “structure”.
 Submersion program is also known as “sink or swim”
due to the lack of aid for children learning English.
 Structure programs are better because it focuses in
helping kids develop strong vocabularies.

4.  “Bilingual approaches to education were more effective
than English only immersion programs” (Williams,
2010).
 Research has found that those programs that teaching
reading in the student’s native language and teach
English at the same time are the most effective.
 Stephen Krashen and Jim Cummings both agree that
when material is presented to student in their native
language, they will learn faster .

5.  Those who oppose bilingual education believe that the
best way for ELL students to succeed is to completely
immersing them in the English language.
 Bilingual education is expensive.
 Bilingual education leads to the segregation of non
English speakers.
 In some areas of the country, the bilingual programs is
unpractical due to the number of different native
languages the students may speak.

6.  Allows ESL students to learn the English language
faster, because they will be completely immerse in it.
 Observing students will learn faster from their
teachers looking at their speaking styles and body
language during core subjects lessons
 Children learn more efficiently when exposed to other
English speaking students, rather than only English
speaking authorities.

7.  Students may not understand other native speakers in
classes, making him hard to socialize.
 Students who doesn’t understand the English language
may have problems with the subjects exams and
exercises in classes.
 English submersion poses the risk of a student
“sinking” rather than “learning to swim”.

8.  Total immersion: programs on which all subjects in
the lower grades are taught in the target language.
Initial literacy is provided in the target language.
 Partial Immersion: program in which about 50% of
the subjects is taught in the target language. Initial
literacy may be provided in the target language,
English or both simultaneously.
 Two-way immersion: Use both English and another
language for instruction.

9.  Sink or swim vs. being taught on native language
 Total immersion on the English language vs. slow but
steady teaching from bilingual education.
 Learning the proper way or not at all vs. having
teachers with low standards (ESL).
 Having kids with low English proficiency with English
only students vs. segregating ELL students.
 Integrating an English only lesson plan vs. adhering to
the students native tongues.

12. CAL. (2007). Foreign Language Immersion Programs
Features and Trends over 35 years.
http://www.cal.org/resources/digest/flimmersion.html
Chen, G. (2008). Full Language Immersion Programs in
Public Schools.
http://www.publicschoolreview.com/articles/25
Echevarria, J. & Graves, A. (2011). Sheltered content
instruction: Teaching English learners with diverse abilities
(4th ed.). Boston, MA: Pearson Education, Inc.
NABE. (2009). Bilingual Education.
http://www.nabe.org/BilingualEducation