An option to the dual language program is the transitional bilingual models which includes early and late exit programs (Roberts, 1995).
There are various models of bilingual education that exist. One of those are the submersion model, sometimes mistakenly identified as the immersion model in the U.S., mainstreams non-native English speaking students into regular English-speaking classrooms . Cummins (1981) asserts that subtractive bilingualism leads to negative cognitive effects, and experience shows that learners who receive neither L1 support nor ESL have a difficult time succeeding in school. Such students frequently feel marginalized and drop out before finishing high school. Another model is the ESL Pullout, in this model; students are "pulled out" of some of their classes so that they can receive a class which is, English as a second language class. The ESL Pullout model is also where integration is the ultimate goal, however subtractive bilingualism is generally the outcome. Students in this model may only receive as little as twenty minutes or even a longer amount of several hours. The downfall to this method is that take the risk of falling behind in content areas as they struggle to learn English. An additional model is the Transitional Bilingual model which instruct in both English and Spanish. The transitional model for bilingual education provides content-area instruction in students' native language while English is learned as a second language. This aim of this model is assimilation accomplished by increasing English in the classroom while proportionately decreasing the use of ELL's native language (Baker, 1993). This model means that after a certain period of time in the program the students are transitioned to an English only program. In transitional models, as the student progresses in the program, the amount of instruction in Spanish decreases while the amount of English increases, eventually transitioning the student to instruction consisting of only English.
