A Pedagogical Model for Transitional English Bilingual Classrooms

Abstract

A pedagogical model for transitional English bilingual classrooms is developed to meet the goals of teacher training and guidance, program evaluation, and empirical validation of bilingual theories. The pedagogical model consists of four dimensions: (a) Activity Structures, (b) Language of Instruction, (c) Language Content, and (d) Communication Mode. The model defines and integrates those theoretical principles which show most promise for pedagogical usefulness, (i.e. notions which can be translated into manipulable elements of the classroom environment). Model elements also can be adjusted or manipulated by teachers to enhance student learning. Teachers can monitor themselves through model-based observation and use the results prescriptively in planning. Importantly, the model can be translated into reliably observable and codable elements. This permits its potential use in program evaluation (formative evaluation of the learning process) and in theory validation.

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