Maintenance Approach vs. Transitional Bilingual

Maintenance Approach vs. Transitional Bilingual

With the rising rate of English language learners in Florida schools, up 18% per an article for Central Florida Matters in April of 2011 (cmfmedia.org), teachers and schools must be prepared to utilize and provide appropriate programs. There are two programs currently used in our schools, but which one has the best approach, the maintenance approach or the transitional bilingual?

With the maintenance approach, also known as the developmental approach, the student has the best of both worlds. The student is able to retain their native language and culture, use this familiar knowledge to continue academic instruction while learning the English language and culture. This program keeps the student on a forward moving academic path, maintains self esteem, and the student in the end is bicultural and bilingual. Two reasons this is the best possible solution, one the student does not see one culture more important than the other and secondly this student will be able to navigate the global market more effectively.

The Transitional bilingual program uses the native language to assist the student in continuing their academic studies while learning the English language and culture. As the student becomes more proficient in using English the native language is slowly dropped. In the end the student does not use the native language or retain the native culture unless at home; the student is not truly bilingual in tongue or culture. This student is left with the feeling that their native culture is not valued or important to the dominant culture and in the end we have produce a student who is not ready to participate in a global market.

It is obvious that providing maintenance programs are the best choice, however they are not the norm and it is rare to find a school that offers the approach.