The ability to be fluent in more than one language has always been characteristic of educated and elite groups. Virtually every educational system throughout the world teach additional languages, and the use of two or more languages as media of instruction has become increasingly common during the past 30 years.

Case studies and research from around the world show a similar pattern of outcomes from well-implemented bilingual/immersion programs: Students, whether they come from a linguistic minority (eg. Hebrew speaking homes) or majority backgrounds (eg. English speaking homes), attain extremely good conversational and academic skills in both languages of instruction.

The studies show that, for ‘majority language students’, there is no ‘cost’ to their first language as a result of receiving most or part of their instruction through a minority language. For ‘minority language students’, first language skills can be maintained to a reasonably high level and second (majority) language skills developed to grade expectations as a result of well-implemented bilingual/immersion programs.

To successfully educate students bilingually requires educational practices based on understanding how children learn languages, and tailored to the talents and needs of our students. Bialik’s program requires that the children learn Hebrew and Jewish culture which is not done at the cost of English language proficiency and Australian culture. Rather than eliminate other languages and cultures, Bialik’s students will have the opportunity to take advantage of the linguistic and cultural diversity of both cultures. 

 What is a language immersion program? 

 Key goals of Bialik's bilingual/immersion education

 General aims and purposes of Bialik's Immersion Program

 Core Characteristics of Bialik’s Bilingual/Immersion Program

 Program goals and rationale  

 Where are we at?

 Where to now?

What do I think of the Hebrew Immersion program? Kids' thoughts

 Samples of Year 4 2007 children's work