Editing Bilingual education (section)

=== Maintenance bilingual education ===
In a '''maintenance bilingual education program''', the goal is for students to continue to learn about and in both languages for the majority of their education.<ref>{{Cite web |last=Kester |first=Ellen |date=2020-01-16 |title=Bilingual Education Models |url=https://bilinguistics.com/bilingual-education-models/ |access-date=2022-11-18 |website=Bilinguistics |language=en-US}}</ref> Students in a maintenance bilingual education program should graduate being able to have a discussion about any content area in either language.<ref>{{Cite web |title=Bilingual Education |url=https://www.renaissance.com/edword/bilingual-education/ |access-date=2022-11-18 |website=Renaissance |language=en-US}}</ref> Two common forms of maintenance bilingual education are two-way/[[dual language]] immersion and developmental (late-exit) bilingual education. Both programs are considered [[language immersion]] programs.

==== Dual language programs ====
A program that utilizes two languages, known as a dual language program, typically places students in classrooms with a mixture of native speakers for each language. One popular approach to dual language programs is the 90/10 model, where in the early grades 90% of instruction is conducted in the student's native language and 10% is taught in their second language. As the student advances, this proportion changes until an equal amount of time is spent on both languages. Another model, the 50/50 model, starts with an even distribution of instruction time between the two languages right from the start of the student's education.<ref>{{Cite web |date=1 December 2004 |title=The Rich Promise of Two-Way Immersion |url=https://www.ascd.org/el/articles/the-rich-promise-of-two-way-immersion |access-date=28 November 2022 |website=Association for Supervision and Curriculum Development}}</ref>

==== Late exit programs ====
In a '''late exit''' or '''developmental program''', students all have the same native language. They tend to follow the 90/10 model described above and gradually transition from a majority of instruction in their home language to a more balanced split between languages as they progress through primary school.<ref>{{Cite web |date=April 2015 |title=Program Models and Services |url=https://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/programmodels.pdf |website=Washington State Office of Superintendent of Public Instruction}}</ref>

==== Bimodal-bilingual programs ====
In a '''[[Bimodal bilingualism|bimodal bilingual]] program''', students are taught in two languages in two different modalities, typically a spoken/written language and a signed language. This type of program is common at schools serving deaf and hard of hearing students.<ref>{{Cite journal |last1=Zamsha |first1=Anna |last2=Adamiuk |first2=Nataliia |date=11 August 2021 |title=Principles of designing bimodal-bilingual educational environment for the deaf and hard-of-hearing learners |url=http://kelmczasopisma.com/ua/viewpdf/2429 |journal=Knowledge, Education, Law, Management}}</ref>