Being bilingual or multilingual can only be considered a good thing. The ability to travel seamlessly in another country; to interact with people you wouldn't otherwise be able to communicate with; to really understand and immerse yourself in another culture, whether it be your own or another's; and on the most trivial level, to order off a menu and truly know what you're ordering.
Less emphasis is placed on progress made in other subjects. There is not much importance assigned to the continued development of first-language skills.
After one to three years in the program, students are expected to have acquired enough knowledge in the second language to be transferred to classes in which only the second language is used as a medium of instruction.
Institutions may vary in the amount of first-language instruction that is utilized. In kindergarten, the average length of instruction in the first language is approximately one hour each day. The amount of time spent teaching in the first language is greatly reduced in grades 1 and 2.
As students make progress in the second language, it becomes increasingly incorporated into the curriculum, gradually taking the place of the first language. Cultural knowledge is imparted through classroom activities and materials. Unlike early-exit programs, instruction in content areas is primarily conducted in the first language.
Students receive instruction in the language arts of their native tongue before being introduced to those of the target language. A key difference between early- and late-exit programs is that late-exit programs generally span five to seven years,  whereas students may be released from early-exit programs in as little as one to two years.
Again, cultural knowledge is transmitted through classroom activities and materials. Another issue encountered in TBE classrooms is that instructors seldom provide an environment in which students can produce the target language.
Volume 95, Issue 3, Jan. Volume 5, Issue 2, The Handbook of Educational Linguistics.
A Critical Examination of Reported Findings. Language Distribution Issues in Bilingual Schooling. Clevedon, Avon, England; Philadelphia: Language Minority Education in the United States: Research, Policy and Practice.
This linguistics article is a stub.Parent Teacher Home Visits. High Impact Student, Teacher and Family Engagement. What if the most important adults in a child’s life were on the same page, working together toward the student’s success?
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Mar 18, · Being bilingual makes you smarter and can have a profound effect on your brain. Being bilingual can make one smarter if it is practiced. It can improve cognitive skills not only related to language, but also fights against dementia, which might explain why more than 50 percent of European middleaged people try to learn another language.
The study involved having bilingual and monolingual children look at images of animals or depictions of colors on a computer screen.
When the children were asked to press a button to switch between images of animals to images of colors, the bilingual children did this faster than the monolingual children.
In today's competitive job market being bilingual is a tremendous value add to employers that separates you from the other pile of resumes.
The more diverse your skill set is the more hirable you.