Unfortunately, the bilingualism of many students is “unbalanced” in the sense that they are either still learning English, or else they have lost some earlier ability to use their original, heritage language”or occasionally a bit of both. The first sort of student”sometimes called an English language learner (ELL) or limited English learner (LEL) -- has received the greatest attention and concern from educators, since English is the dominant language of instruction and skill and obviously helps prepare a student for life in American society. ELL students essentially present teachers with this dilemma: how to respect the original language and culture of the student while also helping the student to join more fully in the mainstream” i.e. English-speaking”culture? Programs to address this question have ranged from total immersion in English from a young age (the “sink or swim” approach) to phasing in English over a period of several years (sometimes called an additive approach to bilingual education). In general, evaluations of bilingual programs have favored the more additive approaches (Beykont, 2002). Both languages are developed and supported, and students ideally become able to use either language permanently, though often for different situations or purposes. A student may end up using English in the classroom or at work, for example, but continue using Spanish at home or with friends, even though he or she is perfectly capable of speaking English with them.
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