Bilingual education

Bilingual education uses two languages as languages of instruction, aiming to develop students’ academic knowledge and proficiency in both.

Transitional bilingual education: A bilingual program that initially teaches academic content in students’ home language while moving them toward instruction in a dominant language. It uses the home language as a bridge toward dominant-language instruction.
English-only education: An educational approach that uses English as the language of instruction, with limited or no instruction through other languages. It contrasts with using two languages to teach academic content.
Lau v. Nichols: A 1974 U.S. Supreme Court decision holding that identical schooling did not provide meaningful access to students who could not understand English. The ruling strengthened the legal case for addressing language barriers in public schools.
National Literacy Panel on Language-Minority Children and Youth: A U.S. research panel that reviewed evidence on literacy development among language-minority children and youth. Its review assessed research relevant to bilingual students’ literacy and academic outcomes.
Language assessment: The systematic measurement of a person’s language abilities, such as speaking, listening, reading, and writing. Assessment must distinguish subject knowledge from proficiency in the language used to test it.
Dual-language education: A program in which students learn academic content through two languages, often with speakers of each language learning together. It aims for sustained bilingualism rather than a planned shift to one language.
English as a second language: Instruction designed to develop English proficiency among learners whose first language is another language. It generally teaches English itself rather than using two languages as instructional media.
Bilingual Education Act: A 1968 U.S. federal law that funded educational programs for students with limited English proficiency. It established federal support for programs serving students’ language needs.
Thomas and Collier study: A longitudinal analysis of school achievement among language-minority students in U.S. educational programs. Its findings are frequently cited in debates over long-term bilingual program outcomes.
Biliteracy: The ability to read and write effectively in two languages. Programs must decide how to develop and measure literacy in both languages.

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