Foundations of Bilingual Education: Theory, Law, and Program Models
What to know
Domain 1 tests the conceptual and legal scaffolding of bilingual education. Know the difference between additive programs (maintaining and building the first language, L1, while adding English) and subtractive ones (replacing L1 with English). Be able to distinguish program models: transitional bilingual education (early-exit vs. late-exit), developmental/maintenance bilingual, dual-language/two-way immersion, and ESL/ELD models (pull-out, push-in, sheltered/content-based). Understand key legal landmarks conceptually: Lau v. Nichols (1976) established that identical treatment is not equal treatment when students don't understand the language of instruction; Castañeda v. Pickard (1981) set the three-part test (sound educational theory, effective implementation, evaluation of results); Plyler v. Doe (1982) protects access to public schooling regardless of immigration status; and ESSA frames accountability for English learners. Also know theory: Cummins's BICS/CALP distinction and the common underlying proficiency (transfer across languages), Krashen's comprehensible input and affective filter, and Vygotsky's zone of proximal development.
Traps
Questions often swap terms: "maintenance" vs. "transitional," or attribute Castañeda's three prongs to the wrong case. Watch for items implying a specific program model is legally mandated-federal law requires appropriate services, not one model. Another trap: confusing BICS (conversational, ~1–2 years) with CALP (academic, ~5–7 years).
Rule of thumb
When a stem names a program, ask: Does it add English to L1 or replace L1? Additive = maintenance/dual-language; subtractive = early-exit transitional or English-only.