In a discussion post respond to one of your peer below in a positive way always with respect as a persona opinion.
Both dual language programs and transitional bilingual programs serve emergent bilingual students. In continuation, I will describe the similarities and differences of each program.
A similarity between both programs is that both programs serve emergent bilingual students. However, many people are unaware that dual language programs can serve students who are not considered or labeled “LEP” (Limited English Proficient). In a dual language program, students whose first language is English can also opt to form part of the program. Parents who appreciate bilingualism and see its value usually opt in and sign documentation to form part of dual language programs.
One main difference between transitional and dual language programs is how the curriculum and language designated time it has. A transitional program does not have bilingualism as the primary objective; on the contrary, it wants the students to gain English proficiency as soon as possible to exit the students from the program. Therefore, leading to subtractive bilingualism. Meanwhile, a dual language program is additive since it has bilingualism, biliteracy, and biculturalism as the end goal for students. (Lessow-Hurley, J. 2000).
Another difference is the time that is allotted per subject area in each language of instruction. A transitional program can be taught in all English instruction and only provide the students with textbooks and support in Spanish.