ing a program that works for all children and all localities, or finding a program component (such as native language instruction) that works as some sort of "magic bullet," but rather finding a set of program components that works for the children in the community of interest, given the goals, and resources of that community. The best bilingual education programs include all of these characteristics: ESL instruction, Marquez9sheltered subject matter teaching, and instruction in the first language. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with Marquez10exiting children too early (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development. A common argument against bilingual education is the observation that many people have succeeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a de facto bilingual education program. For example, Rodriguez (1982) and de la Pea (1991) are often cited as counter-evidence to bilingual education. Rodriguez (1982) tells us that he su...
