Monoglossic Type: A monoglossic model begins with the student's native language and supports second language acquisition, but as a separate entity ( Garcia, 2009, p. 129).Bilingual immersion education is an example of a monoglossic model. The first bilingual immersion education program was developed in the 1960s in Canada. This program was developed in response to middle-income English-speaking parents in Canada who wanted their children to value French culture and their traditions as well as the traditions and values ​​of English-speaking Canadians. Immersion programs use the target language in the curriculum and in the delivery of instruction. The teaching content is the same as that of the majority program. There is explicit support for native language as well as culture. Teachers are bilingual, but instruct students in the target language. This type of model consists of steps. The first stage is the early immersion stage in which students begin learning a second language from the age of 5 to 6; teachers speak in the target language using strategies to help children acquire the target language. The average immersion phase, students begin between 9 and 10 years old. During the late immersion phase, students start between the ages of 11 and 14 and have already been educated in their native language. Bilingual immersion includes three types of immersion programs; full immersion, partial immersion and two-way immersion. In a total immersion program, students are immersed in the second language for 100% of the school day. In a partial immersion model, students typically spend half of their school day using the target language. Another model is ......workplace......English classes while learning English, with the end result being academic proficiency in both languages. The principle of this type of program is that first language skills are transferred to a second language. The change in bilingual education policies in the late 20th century arose from the realization that it was essential to develop the mother tongue and not just maintain it. Academic proficiency in the native language is essential so that these skills can be transferred to a second language. The late exit program falls under the development model. Students in this program remain in the program throughout elementary school. Content as well as literacy are taught in the native language while learning English. These students are placed in all English classes after elementary school (Garica, 2009, p.. 128).