Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future

Abstract

This article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schoolsand the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

“…Early-exit transitional bilingual instruction emphasizes second language acquisition in order to transfer students into English-only classrooms after one to three years. In late-exit transitional bilingual programs, more emphasis is placed on developing students' first language over a five-to seven-year transitional phase [41].…”

“…At the far end of the continuum is an additive bilingual program-Dual Language (DL) education. This approach employs students' native (minority) language and English language instruction to support academic fluency in both languages, helping students to embrace their home culture and expand their first language, while successfully operating in mainstream American culture [41]. Three core goals of DL education -bilingualism and biliteracy, academic achievement, and sociocultural competence - [39] largely contribute to the effectiveness and success of DL programs.…”

“…The objectives of DL education include developing students who are bilingual, biliterate and bicultural; which is a more additive goal than simply learning English. Figure 1 from Oberg De La Garza and Mackinney [41] portrays the seven types of instruction along the subtractive/additive continuum.…”