Sandra Soliz

Dr. Gomez

Activity #1
Strong Vs. Weak Bilingual Programs

What are the elements that make up a strong versus a weak bilingual program? I
believe a key element is the support that the program has and the effectiveness of
the program. There are four Bilingual program models: 1) The Enrichment
immersion, it is an additive program and its considered strong because its aim is
bilingualism and biliteracy as well as extension of the minority language and culture
into the community and nationally. 2) Heritage model is also additive and
considered a strong model. Its goal is to rejuvenate an indigenous language by
promoting bilingualism and biliteracy, although the heritage language can take be
considered first. 3) The Maintenance model is additive and moderately strong. This
model is somewhat limited even though its aim is bilingualism and biliteracy. The
students L1 is maintained so that students are able to learn L2, but there is not
extension or development of L1. 4) The Transitional model is considered subtractive,
thus a weak program. The aim of this model is eventually monolingualism (Pacific
Policy Reasearch Center 2010). The student is only instructed in L1 for a short
period because the aim is for the student to be merged into a mainstream English
only classroom. The dominant language takes over and the minority language is left
behind, abandoned or unpreserved. Transitional bilingual programs are bilingual
only at first, but the aim is clearly not bilingualism or Bi-literacy. They eventually
become monolingual (2010).
Additive Bilingualism benefits students (which makes it a strong program) by
creating a healthy socio-cultural supportive environment where English speaking
and minority students can preserve their native language, lets them be proud of
their heritage and culture while they learn a second language. This type of program

Sandra Soliz
Dr. Gomez

Activity #1

is on the rise (Palmer, 2008) Also, this program sets high standards for the students
knowing that they are more than capable of learning a second language while
maintaining their home language. The students are able to transfer the skills
learned from their first language to their second language effectively.
On the other hand, Subtractive Bilingual Programs tend to focus more on the
dominant language which is English, students are eventually forced to many times
abandon L1 in order to learn L2. This programs doesnt set high standards because
they feel the students are not capable of learning two languages simultaneously.
The students many times have not mastered skills in their L1 which causes them to
struggle in L2 acquisition.

Sandra Soliz
Dr. Gomez

Activity #1

References

Pacific Policy Research Center. 2010. Successful Bilingual and Immersion Education
Models/Programs. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Palmer, D. (2008) Diversity up close: Building alternative discourses in the dual
immersion classroom. In T. Fortune and D. Tedick (eds) Pathways to Bilingualism:
Evolving Perspectives on Immersion Education. Clevedon: Multilingual Matters