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In other words, language teaching must be designed so that language can be acquired easily, and this is done by using delivery methods and levels of language that can be understood by the student.It is estimated that between 60 and 75 percent of the world is bilingual, and bilingual education is a common educational approach used throughout the world.It may be implemented in different ways for majority and/or minority language populations, and there may be different educational and linguistic goals in different countries.
Bilingual education is a broad term that refers to the presence of two languages in instructional settings.
The term is, however, "a simple label for a complex phenomenon" (Cazden and Snow, p.
Research done by Jim Cummins, of the Ontario Institute for Studies in Education at the University of Toronto, supports a basic tenet of bilingual education: children's first language skills must become well developed to ensure that their academic and linguistic performance in the second language is maximized.
Cummins's developmental interdependencetheory suggests that growth in a second language is dependent upon a well-developed first language, and his thresholds theory suggests that a child must attain a certain level of proficiency in both the native and second language in order for the beneficial aspects of bilingualism to accrue.
Cummins also introduced the concept of the common underlying proficiency TABLE 1 model of bilingualism, which explains how concepts learned in one language can be transferred to another.
Cummins is best known for his distinction between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).
Throughout Europe, bilingual education programs are serving immigrant children as well as promoting bilingualism for speakers of majority languages.
Since the first colonists arrived on American shores, education has been provided through languages other than English.
As World War I began, the language restrictionist movement gained momentum, and schools were given the responsibility of replacing immigrant languages and cultures with those of the United States.
Despite myths to the contrary, non-native English speakers neither learned English very quickly nor succeeded in all-English schools.