New Era University

Graduate School of Education

Second Semester SY 2021-2022

Mrs. Alvic M. Guiyab

MAEd Language Education

Analysis of supervisory models

What are the different Bilingual education program models? Are they effective?
Can these program models be utilized in the context of education in the Philippines?
There are different Bilingual education program models that are proven effective based
on different studies. Each program is distinct, making it difficult to choose a certain
program to use or deploy. Nevertheless, each program needs to be thoroughly identified
to find out if it will adapt to the features of a certain individual, group, school or community.
Students in Bilingual programs outperform their monolingual counterparts in
metalinguistic awareness, idea creation tasks, and analogical reasoning skills, according
to a key research conclusion in the United States (Cloud, Genesse, and Hamayan, 2000).
The studies showing the great advantage of Bilingual education led the supervisors to
come up with different Bilingual education programs to further improve the competence
of the learners in using the primary language and English.
The different program models that will be discussed in this analysis paper are
Submersion, ESL Pullout, Transitional Bilingual Education, Maintenance Bilingual
Education, Enrichment, Two-way, or Developmental Bilingual, and Immersion (Canadian
Model). The first program model is Submersion, mistakenly associated as the immersion
model in the United States, integrates non-native English speakers into normal English-
speaking courses. Submersion programs essentially drop kids into classes where their
native language isn't considered appropriate and the medium of teaching is unfamiliar to
them, causing them to sink or swim automatically. The program helped the learners to
adopt to their new environment by assimilating the target language. However, it also
usually leads to cognitive impairment as a result of losing their original language
proficiency which results to Monolingualism. In the context of education in the Philippines,
I believe that this will not be possibly used because an average of Filipino people are
Multilingual. We are not into Monolingualism but we aim for achieving competency in our
primary language, target language and other languages that we find benefiting to us.
Second program model is ESL Pullout, in order to get an English as a second
language class, pupils are "taken out" of other classes. Students will be given limited time
as much as 20 minutes or more to undergo intensive language learning. This program
helps the learners to practice their linguistic skills, it also helps the teachers to monitor
students and identify specific problems. However, because of students being pulled-out
from their class, there are possibilities of missing important lessons and the learners might
fall behind their classmates. It might also result to frustration of the student since he/she
is being added to a certain group who are well-equipped in the target language. I believe
that for this program to be utilized in the Philippines, a lot of factors should be considered,
such as the number of teachers. Despite the booming numbers of teachers in the
Philippines, there are still deficiency of teachers who will facilitate the increasing number
of learners. Another factor is the lack of facilities to use.
The third program model is Transitional Bilingual Education. Transitional bilingual
education provides topic-specific help in the student's native language while concurrently
teaching the learner English. These programs are common in areas with large numbers
of non-native English speakers, especially those with one or two language backgrounds.
The premise behind this program is that students who are initially fluent in their own
language are better equipped to learn a second language, generally English. The talents
students pick up in their first language can be transferred to the second. In the Philippine
context, I think it can be utilized given the fact that Filipinos are good in adapting and
learning a target language using primary language as the foundation.
The fourth program is Maintenance Bilingual Education. This program is somehow
the same with Transitional Bilingual Education. In maintenance programs, the learners
are transitioned into English content classes, and are given support in their first language.
They do, however, get language arts in their original language, allowing them to become
literate in that language, as well as topic area lessons in their first language, allowing
them to become literate in both. The program promotes Bilingualism and biliteracy
because it promotes the development of two languages. In the Philippine context, I
believe that this program can be effective especially that we have competent Bilingual
teachers and the community recognizes the importance and advantages of learning the
English language or target language.
The fifth program is the Enrichment, Two-way, or Developmental Bilingual. In the
United States, enrichment bilingual education includes not only nonnative English
speakers but also native English speakers. While non-native English speakers are in a
maintenance program, native English speakers are also in a maintenance program in the
second language. Meaning, the non-native speakers and native speakers are combined
in one program and the students act as resources for one another. The Enrichment, Two-
way, or Developmental Bilingual has the same goal as the Maintenance Bilingual
Education which is to promote Bilingualism and biliteracy. Implementing the program
requires the consideration of transitioning of classes, and subjects that should be taught
in two languages. Concurrent teaching is a second strategy in the program in which
lessons are taught in both languages at the same time in a team teaching style, with one
instructor representing English and the other representing another language. The
program may show favorable results however there are some issues such as the English
Language tends to dominate the other languages and the program requires great
resources and community support. So, if the community does not recognize the benefits
of the program, then, it will not work out. In the context of Education in the Philippines, I
believe that it requires more research, but in my own perspective, Filipinos already have
so many subjects in the curriculum and we cannot afford to add more program such as
Enrichment, Two-way, or Developmental Bilingual.
The sixth program is the Immersion (Canadian Model). The immersion program
was created in Canada and has been utilized effectively with English speakers learning
French as well as an increasing number of youngsters who speak a minority language
(Taylor, 1992). The program immerses children in a second language for the first few
years of their schooling. There have been discussions about the effectiveness of the
program since they debate about teaching the target language to the youngsters instead
of older learners. There are some beliefs that children learn better and acquire the target
language effortlessly while some studies show that older learners actually learn better. I
believe this program may be effective considering the cognitive abilities of young children
in learning. They have sharp minds and they also make an intentional effort to
comprehend the meaning of the words they hear. Although, the program requires great
efforts to be implemented because it possesses enormous challenges to the teachers as
well as the supervisors and school. In the Philippines, there are already private schools
which incorporates English as the medium of instructions to most of their subjects in the
early education and there are promising outcomes. Nevertheless, the program may not
be suitable to all types of learners in the Philippines especially in the public schools.
These program models are offering ways and instructions on the development of
students’ knowledge, use, literacy, and competence in either the target language or two
languages. Each program is distinct, making it difficult to choose a certain program to use
or deploy. Nevertheless, each program needs to be thoroughly explored to find out if it
will adapt to the features of a certain individual, group, school or community. Furthermore,
identifying effective program models requires different procedures and considerations
such as identifying the language learners, the working group to develop the model,
gathering of information about various models, the goals of the working group, teachers
involved, program implementation and program evaluation. The supervisors should be
informed of the goals and outcomes of various programs, as well as the details of
implementation, when looking at potential models and reading about existing programs.
References:

Roberts, C. A. (1995). Bilingual Education Program Models: A Framework For

Understanding.
https://ncela.ed.gov/files/rcd/BE021127/Bilingual_Education_Program.pdf
Moon, J. Transitional Bilingual Education Programs: Pros & Cons. Study.com.
https://study.com/academy/lesson/transitional-bilingual-education-
programs-pros-cons.html

Swain, M., & Lapkin, S. (1989). Canadian Immersion and Adult Second Language
Teaching: What’s the Connection? The Modern Language Journal, 73(2), 150–
159. https://doi.org/10.2307/326570