Bilingual Education

Washington’s bilingual education programs serve students who “have English language deficiencies which impair their learning in regular classrooms.” The main objective is to help students gain English-language skills.

From 1991-1996 bilingual education enrollment statewide grew three times faster than overall student enrollment. In the past 15 years, participation in bilingual education programs grew from 12,402 students in 1985 to an estimated 60,268 students for the 2000-01 school year --- representing a 486% increase. Regionally, enrollment is highest in central and southeast Washington, where most LEP students speak Spanish. In contrast, the Puget Sound area has higher concentrations of LEP students who speak any one of the Asian and Pacific Islander languages.

Programs typically use what students already know and understand --- their native language --- as a bridge to help students learn English. Thus, bilingual education is an instructional method that uses both the student’s native language and English in varying degrees. Examples of the types of bilingual education instruction are:

• Dual Language Programs: Allows students to develop language proficiency in their native language and in English in a classroom where there are native English and native language speakers.
• Developmental or Late-exit Bilingual Education: Emphasizes full bilingualism, instruction in English and the native language as the student progresses academically. Students typically stay in these programs for six years before they transfer to mainstream classes.
• Transitional or Early-exit Bilingual Education: Emphasizes English language development with academic learning. Instruction is in the student’s native language to teach both English and academic subjects. Students typically stay in these programs one-three years.
• Dual Immersion Bilingual Education: Teaches LEP and English proficient students each other’s languages in order to develop full bilingualism for both sets of students.
• English-as-a-Second-Language (ESL): Students are taught the English language with little or no use of their native language and is usually taught during specific school periods.
• Structured Immersion: Teaches students simple English with little support from or use of the student’s native language.

To assess and improve the our state’s transitional bilingual education programs, the Office of the Superintendent of Public Instruction is statutorily required to review programs annually.

Sources: “Bilingual Education in Washington State,” OSPI, 2000; Basic Education Forecasts, Caseload Forecast Council, 1999; 2000 Supplemental Budget; “Symposium on Bilingual Education,” OSPI, 1993; “Language Explosion Hits Melting Pot Classrooms,” Seattle Times, Oct. 4, 1998; “The Shift in Languages,” Seattle Times, Oct. 4, 1998.

Resources:

• Beyond Culture: Communicating with Asian Pacific Island American Children and Families (PDF 68Kb)
• Equitable and Culturally Competent Education for All Washington State Students (Multi-Ethnic Think Tank) (PDF 500Kb)
• Educating Limited-English-Proficient Students in Washington State (PDF 166Kb)
• Educating Limited English Learners in Washington State