generally require more instruction in their mother tongue at earlier ages. In kindergarten, the average length of instruction in the first language is approximately one hour each day. The amount of time spent teaching in the first language is greatly reduced in grades 1 and 2. Students are first instructed in the grammar and composition of the first language, for it is claimed that knowledge of the first language aids the acquisition of knowledge in the second language. They may also be instructed in the language arts of both first and second languages simultaneously. Instruction in reading in the second language doesn't typically begin until students meet the standards for reading in their first language. The students' primary language is used to a lesser extent in the instruction of other subjects. As students make progress in the second language, it becomes increasingly incorporated into the curriculum, gradually taking the place of the first language. Cultural knowledge is imparted through classroom activities and materials. Late-exit transitional bilingual education The focus of late-exit programs is to ensure understanding of all content areas while maintaining use of the students' native language, allowing a greater transitional period during which students acquire the second language at a slower pace. As is the case with early-exit programs, teachers in late-exit programs are required to have native-like proficiency in the second language. Likewise, both languages are used in the classroom, although a minimum of half of the class time is to be spent using the students' first language. Unlike early-exit programs, instruction in content areas is primarily conducted in the first language. Students receive instruction in the language arts of their native tongue before being introduced to those of the target language. A key difference between early- and late-exit programs is that late-exit programs generally span five to seven years, whereas students may be released from early-exit programs in as little as one to two years. Again, cultural knowledge is transmitted through classroom activities and materials. It is commonly held by proponents of the late-exit strategy that prolonged instruction in one's native tongue provides the student with a greater understanding of its structure, which through contrastive analysis can be used to gain more information regarding the second language. Issues in transitional bilingual education In many transitional bilingual education programs, language ideologies can greatly influence children's learning outcomes. A student's intelligence is often equated with his or her