Language Choice in Bilingual Classrooms

This article discusses language choices in Spanish bilingual classrooms, based on observations in five kindergartens. The stated objectives for language choice, i.e.: 50% Spanish & 50% English, are compared to actual percentages of Spanish and English used by the adults and children. The amount of teacher talk was also compared to pupil talk, including both free pupil responses and choral responses. Functions of teacher language, such as warming or accepting, directing, and correcting children, were also examined in terms of percentages of Spanish and English chosen. Two models were observed, the Concurrent Translation and Alternate Days. In the Concurrent Translation model, it was found that: (1) English is used by bilingual teachers over 70% of total class time; (2) that Spanish-speaking pupils responded with very similar language choices; (3) that teacher talk comprises 80-85% of classroom talk; and (4) that English is again the usual choice for warming or accepting the child's contribution, for directing, and for correcting the children. In contrast, the Alternate Days model generated an equal distribution of Spanish and English by teachers and children overall, with more Spanish used for warming and directing. Again, English was the primary choice for correcting children. It appears that the Concurrent Translation model does not achieve balanced use (50% Spanish and 50% English) by teachers or pupils.