Refiguring language programs in the United States through appropriation of educational models found in Canada, Hong Kong, South Africa and Costa Rica: A hermeneutic analysis of language acquisition

Language is integral to the nature of human kind. It shapes our understanding of the world and our relationship to others. For this reason, language learning is essential to the education of children, both for those who enter the school system in the United States speaking languages other than English and for those who only speak English. Unfortunately, early language learning programs are limited and have been the target of much controversy in the United States. Therefore, the aim of this study was to examine program models for early second language learning programs in the U.S., Canada, Hong Kong, South Africa and Costa Rica through conversations with language teachers and directors who are familiar with programs in these countries in order to present ideas for use in the United States.;Five program models are discussed: dual immersion, immersion, mainstream bilingual, early foreign language and heritage language. Applying the principles of critical hermeneutic interpretation to the conversations revealed differences and similarities in program goals and designs. The goals of all of the programs are for the students to develop a strong academic base in all content areas and an ability to use two languages. However, the level of literacy desired in the second language does vary due to the political, economic and social environment in each country.;Dual immersion, immersion and heritage language programs develop the highest level of literacy in the second language with the dual immersion and heritage programs also tying in a cross cultural element. The mainstream bilingual and foreign language programs also develop strong literacy in the second language.;Programmatic features differ in the time allotments allowed for the programs. However, techniques, materials and the desire for highly qualified staff are common threads. Teachers with a high level of literacy in the second language and a clear understanding of language learning theories are highly valued. Principals are seen as a key factor in the implementation of quality second language programs in the U.S. second language programs in the U.S.