Bilingual Education Programmes

Bilingual education approaches (Garcia 2009)
1. Monoglossic
  1. learners to develop proficiency in two languages from a monolingual perspective.
    1. Languages are taught separately.
  2. Subtractive
    1. Transitional
      1. They are addressed to migrants
      2. They are usually temporary and bring about permanent monolingualism.
      3. L1 Tends to disapear
    2. Submersion
      1. set up subtractive language learning environments
      2. Baker (1996) explained that ‘submersion contains the idea of a student thrown into the deep end and expected to learn to swim as quickly as possible without the help of floats or special swimming lessons’ (p. 195).
  3. Additive
    1. Maintenance
      1. - The primary goal is try and preserve the minority language.
        -Delivering subjects in two languages as well as including the cultural component.
        For instance Catalonia, the Basque Country or Galicia in Spain.
    2. immersion
      1. children with a high-status mother tongue voluntarily choose to be instructed through the medium of a foreign (minority) language.
        Variations:
        Early immersion programmes.
        Delayed immersion (Elementary or Primary school)
    3. Prestigious or elitist
      1. Students learn through two prestigious languages.
        It has been associated with the idea of language as cultural or symbolic capital to be used on the market of social interaction (De Mejia, 2002, p.36)
2. Heteroglossic
  1. Are related to plurilingualism and translanguaging.
  2. Recursive
    1. Developmental
      1. The majority language is included in the curriculum and is taught as a foreign language.
      2. Participating students typically come from the same linguistic community.
      3. Heritage Language Education values the teaching of the majority language
    2. Immersion revitalization
      1. The aim is to protect a minority language.
      2. Support in minority language L1
    3. Preserve minority language
    4. Linguistic goal: Bilingualism
  3. Dynamic
    1. Poly-directional or two way immersion.
      1. Dual language programmes where students learn majority and minority language.
      2. In European Schools students of different languages become at least trilingual.
      3. Content taught in different languages
    2. CLIL
      1. Teaching and learning curricular content through the use of an additional language (Coyle, 2007; San Isidro, 2010)
      2. In CLIL programmes the knowledge of the language becomes the means of learning content.
      3. CLIL is based on language acquisition rather than on language learning.
      4. Based on curricular integration
      5. Content and language become intregrated within a context:
      6. Benefits of CLIL

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Bilingual Education Programmes

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