This transition period is usually three years or less. Students are taught subject matter in their native language while they are learning English. Emphasis is on transitioning into English, not maintaining the native language. When the child has learned enough English, he or she is mainstreamed into the regular classroom, and native language instruction is stopped. This type of instruction is compensatory in nature and reinforces the attitude that students are not good enough the way they are.
All students develop proficiency in both languages.
All students add another language and culture. Some programs never separate the students by language group, while others provide specific second language instruction to separate language groups every day. There is no continued development of bilingualism into the secondary level. This is tragic because the competition these students will face in our global society will require bilingual or multilingual skills. Contrary to U.S. belief, not everyone speaks English on this globe.