Transitional Bilingual Education (TBE)

Purpose:  To help in the transition of a student into an English-only classroom as quickly as possible and to achieve proficiency in oral and written English


Early-Exit: It provides content area support in the native language while teaching the student  English.

A bilingual teacher instructs children in subjects such as math, literacy, science and social studies in their native language, so that once the transition is made to an English-only classroom, the student has the knowledge necessary to compete with his peers in all subject areas.

They are “excited” into the general education program after being 1 to 3 years in this program or once they have achieved proficiency in English.

This model generally begin by initially providing 90% of instruction in the native language and 10% in English, increasing English instruction systematically until all instruction is provided in English.

Late-Exit: students continue to receive instruction in the native language for a few more years even after having achieved proficiency in English. Its goal is to continue to develop students’ literacy and oral language skills in the native language as well as in English for a longer period of time (4 - 6 years).


Criticism: It seems difficult to implement this program in Chilean education system when a bilingual approach is being pursuit because many ELLs do not sufficiently develop their literacy  acquisition; according to Janet M. Fuller (Director of Women’s Studies, at Southern Illinois University), researches on literacy acquisition indicate that it takes up to six years to acquire academic competence in a second language. As the students are only ELLs, it is not very effective in terms of social integration. 


Source:

Fuller, Janet M. "Popular Linguistics » Bilingual Education: What It Is, And Why And How It Works (Or Doesn’T)". Popularlinguisticsonline.org. N.p., 2011. Web. 5 Apr. 2017.
Nunez, Jean Ann and P. J. Karr-Kidwell. "Academic Benefits of Transitional Bilingual Education: A Literary Review, Staff Development, and Guidebook for Elementary Administrators and Educators." Texas, U.S: Educational Resources Information Center (ERIC), 2000. 46-99.