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Unit 3

BLED 401
by

Rita Menendez

on 29 January 2013

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Transcript of Unit 3

Unit 3: Program Models BLED 401
TAMU-Commerce Chapter 2:
Program Models
(Lessow-Hurley) Identify and define the major dual language program models.
Compare and contrast the characteristics of the models and classify them as additive or subtractive. 
Discuss why additive programs result in superior academic achievement.  Objectives © 2010 Dr. Chris Green Attendance
Announcements
Chap 2, Program Models
Three Kinds of Programs
Discussion Starters
ELL Achievement
Semantic Feature Analysis of Models Agenda © 2010 Dr. Chris Green Two Way Immersion
(Dual Language) Maintenance
(Late Exit) Transitional
(Early Exit) Bilingual Programs Bilingual Approaches © 2010 Dr. Chris Green Bilingual Programs Transitional
(early exit) Maintenance
(late exit) Two-Way Immersion
(dual language) Newcomer Centers Structured
Immersion Pullout ESL
Program Models ESL Approaches © 2010 Dr. Chris Green ESL Approaches Newcomer's Center Pull out Structured Immersion Which program models have you personally had experience with?
Which ones are the most common in American/Texan schools?
Which ones result in the best academic achievement for ELLs? Discussion Starters © 2010 Dr. Chris Green © 2010 Dr. Chris Green (Thomas & Collier, 2000) = average Reading score of native English speaker ELL K-12 Achievement in NCEs Growth of TWI Programs, 1963-2001 401 Spr 2010 #3 © 2010 Dr. Chris Green  + + + +++ ++++ Submersion Sheltered Transitional
Bilingual Education Increasing Use of Home Language Increasing Results Late Exit Two
Way TwoWay LateEXit Transitional Sheltered Submersion Program Models http://www.cal.org/jsp/TWI/SchoolListings.jsp
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