These questions are (1 ) What is the basis or belief of a transitional or a keep approach of most bilingual development programs (2 ) Why are children from cultur in ally and linguistically different backgrounds overrepresented in classes for children with disabilities and underrepresented in classes for children who are gifted or clever and what can be done to reverse this trendFirst , the basis or belief of a transitional or a maintenance approach of bilingual education programs are explained separately under (a ) Marshall , Lieb , De Morais Saavedra (2008 ) defines transitional bilingual education as a system of instruction which uses students indispensable speech communications in teaching checkmate areas , and students use progressively more English to transit into the mainstream education curriculum It is based on the belief that the first diction can be helpful in providing background fellowship , and literacy transfers across manner of speakings (Shin , 2000 , cited in Marshall , Lieb , De Morais Saavedra This approach aims to enable peculiar(a) English proficient students to become competent in all areas of English through the development of literacy and academic skills in their native language and to place students in the mainstream English class as soon as possible (Marshall , Lieb , De Morais Saavedra , 2008 (b ) Maintenance or developmental bilingual education , according to Vandergriff (2002 ) aims to preserve and enhance students skills in the mother tongue while they acquire a wink language and it is considered an enrichment model , adding to students linguistic abilities or additive bilingualism , act the development in both languages Moreover , Cromwell (1998 ) adds that developmental bilingual education attempts to build on students skills in their native language as they diddle English as a blurb language It is based on the belief that students can apprise more by the languages they have known and learnedSecond , the reason wherefore children who come from culturally and linguistically different backgrounds are overrepresented in classes for children with disabilities and underrepresented in classes for gifted or talented children is due to the lack or deficiency of English language skills of these children which causes them not to learn the subjects in a certain grade level and causes them to come apart in their academic performance . These children might have been placed in classes for children with disabilities because they are like them who repeatedly fail in their academics because of language barriers . The Washington State Transitional Bilingual study Program Guidelines (2008 ) state that : Students who are not proficient in English sometimes are inappropriately placed in special education classes . because of their lack of English proficiency , suitable students often do not have access to highschool track courses or Gifted and Talented programs (p . 25 . then this is what is happening in reality . If a student lacks the language proficiency to learn in academic subjects such as math , science , history and others , s /he is in all probability to fail and repeat the subjects . The child then becomes similar to a child with...If you want to get a full essay, found it on our website: Orderessay
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