Bilingualism Model
In this model, the student speaks a first language; as a second one is added, the first one is suppressed.
Subtractive
The language usually spoken in the individual's home in their early childhood, although not necessarily used by them at the present time.
Mother Tongue
The use of a child's home language in instruction only until the child is fluent in the majority language/target language.
Transitional Bilingual Education
In this program, an endangered language is used a medium of instruction in authentic settings.
Immersion Revitalization Bilingual Education Program
The aim of this program is a full near-native proficiency in more than one language.
Full Biliteracy
The school language is added to the learner's linguistic repertoire while the home language(s) are maintained.
Additive
Language spoken by ethnic community; It is usually the language of parents at home, grandparents or distant ancestors.
Heritage Language
This framework functions on the assumption that a child starts as a monolingual from the same linguistic point.
Monoglossic Bilingual Education
A language minority group has recovered some measures of agency and has been able to obtain the RIGHT to use the language education of their children.
Developmental Bilingual Program
The aim of this program is to promote reading and writing in one language.
Monoliteracy
After a community's language practice/mother tongue is suppressed then revitalized not as a simple addition that starts from a monolingual point but in an immersive way, e.g. the Maori Language of New Zealand.
Recursive
The use of a High variety of one language for certain prestigious functions and a Low variety of the same language in ordinary functions.
Diglossia
A program of education that concerns minority language speakers who want to maintain them while developing proficiency in the dominant language.
Maintenance Bilingual Education
They are supported in the European Union
CLIL-Type of bilingual education Programs
In this program, the writing skills in the target language are not pushed as a major priority (e.g. the teaching of French in some schools in Canada).
Partial Biliteracy
Bilingualism involves a much more adjusting models where language practices are multiple and accommodate to the multilingual multimode terrain of the communicative act.
Dynamic
An attempt to halt or reverse the decline of a language or to revive an extinct one.
Reverse Language Shift
Language-majority speakers who want their children to be bilingual recognize this type of bilingual education.
Elite Bilingual Teaching
Prestigious Bilingual Teaching
A language minority group has recovered some measures of agency and has been able to obtain the RIGHT to use their language in the education of their children.
Developmental Bilingual Programs
This program promotes mostly listening and reading comprehension. Some learners can handle some productive literacy.
Receptive Biliteracy
It aims at balanced bilingualism.
Additive
Conceptual framework of social and linguistic relationships influenced by political and moral interests, where beliefs, attitudes, and values associated with language interact with ethnicities, gender, class, and identity.
Language ideology
Its main principle is that languages are best taught when they are used in an authentic communication than when they are taught explicitly.
Immersion Bilingual Education
These complex multilingual education programs are used more than two languages in education and often have movable parts, that is, languages are weaved in and out of the curriculum as needed.
Multiple Multilingual Education
There are situational factors that condition a good bilingual program and .................that include variables such the curriculum, subject, materials, and exit criteria.
Operational Factors