bilingual education frameworks and types

bilingual education frameworks and types

1. 4 theoretical frameworks that shaped bilingual education programs

   • 2 NEW ONES WITH NON-LINEAR NATURE
     • dynamic
     • because of personal, sociohistorical circumstances, BILINGUALISM IS NOT STATIC, therefore it takes different directions
       • recursive
         • it supports L revitalization
           • through education
             • bilingual education programs with L rev seeks to recapture a lost L and Culture and imagine it in the future
         • sees bilingualism as a right
         • works towards acceptance of all linguistic and cultural differences
         • promotes biculturalism
         • these programs have as a core biiingualism
           • they protect and nurture (nutren) L
   • 2 traditional MONOGLOSSIC FRAMEWORKS
     • SUBTRACTIVE MODEL
       • SEEKS THAT CHILDREN'S MINORITY L BE SHIFTED TO MAJORITY L
         • MAKES THEM FEEL THAT HOME L IS USELESS AT SCHOOL AND THEN, THEY END UP LOSING THEIR OWN L
       • SEES CHILDREN'S BILINGUALISM AS PROBLEMATIC
       • MONOCULTURALISM IS THE GOAL
       • CORRESPONDS TO transitional MODEL HORNBERGER 1991
       • L1+L2-L1=L2
     • ADDITIVE MODEL
       • SEEKS DIGLOSSIC BILINGUAL EDUCATION TYPES
       • MAINTENANCE OF CHILD'S 1ST L AND THE MAJORITY L
       • CORRESPONDS TO ENRICHMENT MODEL HORNBERGER 1991
       • SEES BILINGUALISM AS AN ENRICHMENT POSSIBILITY
       • L1+L2=L1+L2
   • types of bilingual education
     • immersion
     • immersion revitalization
       • an understanding that children who lost their minoritized lgs recover their lgs
     • developmental
       • understanding that deaf ppl. indigenous and minorities, need more than maintenance, THEY NEED TO DEVELOP ACADEMIC P in the L1
         • they have sociolinguistic aims
           • linguistic interraltionships
             • understanding that the relationships between 2 or more lgs is strategic. children of different ethnolinguistic groups need contact with eachother, with respect to difference.
     • poly-directional and two way (dual L education)
     • CLIL and CLIL-type
     • multiple multilingual education
     • Every bilingual model
       • have to be properly imported
         • they have to be applied in places that have to do with the context
           • William F. Mackey
             • CAUTIONED ABOUT exporting models of bilingual schooling as magic formula
     • a type is more fluid than a model
     • prestigious
   • MONOGLOSSIC
     • PROMOTES A NON-DIGLOSSIC BILINGUAL ED TYPE
       • SEEKS THAT LGS-MINORITY CHILDREN SHIFT TO MAJORITY L

2. different types of bilingual education programs

   • benefits
   • who does it benefit?

3. blingulism

   • none type of bilingual ed model is better than other
   • TODAY IT NEEDS TO DO MORE THAN MAINTAIN MINORITY LGS, IT NEEDS TO BE ATTENTITVE ON THE DNAMICS OF BILINGUALISM ITSELFY
   • ITS ECOLOGY HAS SHIFTED IN SOME CONTEXTS
     • DUE TO
       • COMPLEX BILINGUAL SITUATIONS
       • GLOBALIZATION

4. SOCIAL CONTEXT

   • 21st greatest advnce is that ed is not preserved for elite anymore
     • public schools have more issues of linguistic heterogeneity
       • different backgrounds
         • UNESCO 1953
           • CHILDREN HAVE TO BE TAUGHT IN MOTHER L
       • SCHOOL FOR MASSES
         • provoked
           • L shift
       • INEQUALITIES RECOGNITION AND AWARES OF L EDUCATION IN 60S
         • MADE POSSIBLE THE SURGE OF DIFFERENT KINDS OF BILINGUALEDUCATION PROGRAMS

5. MODEL RELATES WITH L, CULTURE, SOCIETY. TYPES REFERS TO SS AND TEACHERS CHARACTERISTICS

6. HORNBERGER'S MODELS 1991

   • transitional HORNBERGER 1991
     • LINGUISTIC GOAL
       • LANGUAGE SHIFT
     • CULTURAL GOAL
       • CULTURAL ASSIMMILATION
     • SOCIAL GOAL
       • INCORPORATE TO SOCIETY
   • maintenance HORNBERGER 1991
     • LINGUISTIC GOAL
       • L MAINTENANCE
     • CULTURAL GOAL
       • STRENGHT CULTURAL IDENTITY
     • SOCIAL GOAL
       • CIVIL RIGHTS AFFIRMATION
   • Enrichment Model HORNBERGER 1991
     • LINGUISTIC GOAL
       • LANGUAGE DEVELOPMENT
     • CULTURAL GOAL
       • CULTURAL PLURALISM
     • SOCIAL GOAL
       • SOCIAL AUTONOMY