From Remediation to Enrichment: Transforming Texas Schools through Dual Language Education

Abstract

This article focuses on the major contrasts between transitional bilingual schooling and dual language education, showing that remedial forms of transitional bilingual classes can be transformed into quality, enrichment dual language classes, with the same instructional personnel and resources. The following characteristics are discussed: oneand two-way dual language models, segregation or integration with the mainstream, length of the program, alternation of the two languages, additive and integrated versus subtractive and isolating, and 90:10 and 50:50 models. The article concludes with a brief overview of two major concepts from theory and research in our field that inform these two bilingual models of schooling.

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