o preserve and develop student's primary language while they acquire English as a second language.
             Throughout the course of this paper we will be taking a look at the different types of Bilingual Programs that are being used in California classrooms today and some of the similarities and differences that these programs share. As well, we will also be taking a look at one of the biggest impacts upon Bilingual Education which is Proposition 227, along with that we will be focusing upon both the supporting and opposing views. Finally, we will close this paper with the methodology of a Bilingual program and some very fine resources that can be used to enhance a bilingual program of any kind! With this paper I hope to inform readers of not only the opposing perspectives of Bilingual education but also the diversity that exists among the programs themselves.
             All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. Early-exit bilingual programs are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade. The choice of an early-exit model may reflect community or parental preference, or it may be the only bilingual program option available in districts with a limited number of bilingual teachers.
             Late-exit programs differ from early-exit programs "primarily in the amount and ...