Submersion is Ineffective: A Case for Late-Exit Bilingual Programs

1. Submersion is Ineffective:A Case for Late-Exit Bilingual Programs Ashley Benjamin Leah Bernardy Melissa Davis LeahLeah

2. LeahLeah

3. What is Late-Exit? Transitional program Primarily Spanish instruction in kindergarten, increasing English instruction thereafter up to about 60% in grades 5 and 6. LeahLeah

4. Theorists to Know Krashen Comprehensible Input Affective Filter Knowledge Transfers McLaughlin Bilingualism is an asset Crawford Quality not Quantity LeahLeah

5. Proponents of Immersion Believe: Language learning can be isolated from other subjects Students must primarily focus of learning English Bilingualism confuses the students Bilingualism weakens academic achievement AshleyAshley

6. Proponents of Late-Exit Believe: Language learning is not mutually exclusive from other subject matter Knowledge of subject matter transfers from language to language Literacy transfers from language to language Not a waste of time AshleyAshley

7. Immersion Leads to Frustration Sink-or-Swim raises affective filter Language acquisition comes with a low affective filter Withdraw from learning High drop-out rates from high school Reject language and culture AshleyAshley

8. Immersion Dissuades Bilingualism and Biculturalism Melting Pot Not encouraged to speak native language Reject native language Reject native culture Ashley: cultural assimilation Ashley: cultural assimilation

9. Late-Exit Programs Are Effective and Successful Quality of instruction over quantity of time Time-on-task theory is false Students are more proficient in both languages Test scores are higher for students of late-exit programs Melissa Melissa

10. Late-Exit Programs are Socioculturally Supportive Use student’s L1 to teach the L2 Subject matter taught in L1 Comprehensible input taught in L2 Supports both L1 and L2 and both cultures MelissaMelissa

11. Everyone is Different It is easier for some people to learn a language than it is for others Innate ability Sociocultural aspects Motivation Low affective filter Policy makers should choose the best method that works for the majority OVERALL: late-exit programs are more effective than submersion MelissaMelissa

12. References… Brown, D.H. (2000). Principles of Language Learning and Teaching (4th ed.). New York: Addison Wesley Longman. Collier, V.P. (1995). Acquiring A Second Language For School. Directions in Language & Education, 1(4), 1-7. Crawford, J. (2000). Bilingual Education: History Politics Theory and Practice (4th ed.). New York: Addison Wesley Longman.

13. References Krashen, S.D. (1996). Under Attack: The Case Against Bilingual Education. Culver City: Language Education Associates. Leyba, C.F. (1994). Schooling and Language Minority Students: A Theoretical Framework (2nd ed.). Los Angeles: Evaluation, Dissemination and Assessment Center. Peregoy, S.F. & Boyle, O.F. (2001). Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers (3rd ed.). New York: Addison Wesley Longman.