One issue dual language programs face is: a) Lack of funding b) Not enough students enrolled c) Not enough training for teachers d) Parents pulling their students out because of worries regarding stalled academic and linguistic progress 2. Students are generally dismissed from early-exit bilingual programs by: a) The end of kindergarten b) The end of 3rd grade c) The end of 2nd grade d) The parents' recommendation 3. What does the research say about concurrent translation, or code-switching? a) The use of concurrent translation is associated with weaker academic outcomes for English learners b) The use of concurrent translation is highly recommended over all program models c) Concurrent translation should never be used d) None of these
The Correct Answer and Explanation is:
- One issue dual language programs face is:
Answer: d) Parents pulling their students out because of worries regarding stalled academic and linguistic progress. Dual language programs can be highly beneficial in promoting bilingualism and academic success. However, one significant challenge these programs face is parental concern. Some parents worry that their children might experience delayed academic progress or struggle to keep up with their peers in standardized tests due to the added complexity of learning in two languages. These concerns can lead to parents pulling their children from such programs. The fear is that children might not achieve proficiency in either language, leading to concerns about long-term academic performance. This is especially true if there’s limited understanding of how dual language programs work and how students can excel in both languages over time. - Students are generally dismissed from early-exit bilingual programs by:
Answer: c) The end of 2nd grade. Early-exit bilingual programs are designed to transition students to mainstream classrooms as quickly as possible, usually after they have developed enough proficiency in English. Most students in these programs are typically moved out by the end of 2nd grade. The goal is to provide enough support in their first language while they develop the skills to succeed in English-only settings. By the end of 2nd grade, students are often expected to have acquired the necessary academic language skills in English to participate fully in general education classes. However, the exact timing can vary depending on the individual needs of the students. - What does the research say about concurrent translation, or code-switching?
Answer: a) The use of concurrent translation is associated with weaker academic outcomes for English learners. Research on bilingual education and language acquisition suggests that frequent concurrent translation (or code-switching) between languages can hinder the academic progress of English learners. While code-switching may help students in the short term by making concepts more accessible, it can prevent them from fully mastering the academic language of both languages. If students are constantly relying on translation, they may not develop the cognitive and linguistic skills needed to function independently in both languages. In contrast, immersion in one language at a time can better support deeper learning and mastery of academic content. Therefore, many educators discourage concurrent translation in favor of more structured, separate language instruction to maximize academic success.
