The Dual Language Model: A Practical Approach to Bilingual Education

Abstract

The ideal learning atmosphere in a Spanish-English Bilingual/ Bicultural classroom provides for the learner two models with which to identify; a Spanish speaker and an English speaker, each of which reflects ethnic characteristics associated with the language. Where the Spanish language model assumes the responsibility of speaking only Spanish in the classroom, concept development and acquisition of standard Spanish are facilitated in the Spanish speakers. At the same time, the English speakers are surrounded by the sounds of Spanish outside of the actual classtime allotted for structured Spanish as a second language lessons. In addition to teaching the curriculum in English to English speaking members of the class, the English language model responsibility to the Spanish speakers consists of teaching English as a second language. Each language model functions independently utilizing teaching techniques appropriate to any classroom, such as small group and individualized instruction, peer teaching, and learning center activities. However, in a bilingual/bicultural atmosphere the models teach as a team to the entire class during specific times and for specific objectives. Both languages are used cooperatively to elicit lesson objectives without redundant translation.