Goals

• Buld fluency in both languages
• Built literacy in two languages
• Gain academic achievement in all subject areas following state TEKS
• Gain knowledge of other cultures

One-Way Dual vs. Two-Way Dual

• One-Way Dual model = all students are Spanish speakers identified for the bilingual program
• Two-Way Dual model = English speakers scored “Fluent” on the WMLS-R English test & Spanish speakers are bilingual identified students who scored “Fluent” on the WMLS-R Spanish test

C-FB Program Model

• 50-50 program model = English is used 50% of the instructional time. Spanish is used 50% of the instructional time. The C-FB model teaches:
• Language Arts & Social Studies = Spanish
• Math & Science = English

Research

• Collier (1995) and Cummins (2004) elaborate that this is a myth. English language learners can be taught cognitive complex tasks immediately. Research on literacy development shows that learning is accelerated when all language skills are developed simultaneously.
• Ellis (2003). There is no research that shows a student must first learn to read their first language before learning to read a second language.
• Cummins (2004) states, “The order in which reading is introduced in a bilingual program (L1 first, L2 first, L1/L2 together) is not, in itself a significate predictor of reading development or academic progress. After the initial grades, reading comprehension is predicted primarily by the amount that students actually read.”
  http://www.iteachilearn.com/cummins/claims.html