BILINGUAL EDUCATION PROGRAMMES

Anmerkungen:

• BILINGUALISM: Alludes to the capacity of people to use/speak two or more languages.

1. LANGUAGE POLICIES
   1. Are developed by politicians and non-educators
   2. Preserve languages
   3. Promote bilingualism
   4. Promote one language over the other
2. GENERAL PRINCIPLES
   1. INCIDENTAL
   2. IMPLICIT
3. TYPES OF BILINGUAL EDUCATION PROGRAMMES
   1. Leads to Bilingualism

      Anmerkungen:

      • Languages are interconnected.
      1. HETEROGLOSIC PROGRAMMES according to Garcia (2009)

         Anmerkungen:

         • Known as Concurrent approach. 
         1. RECURSIVE-HETEROGLOSIC
            1. DEVELOPMENTAL
               1. Protect minority langugaes in danger
                  1. AIM: Students become proficiency in both languages.
         2. DYNAMIC-HETEROGLOSIC

            Anmerkungen:

            • Different degrees of bilinguals.
            1. Two-way model or Poly-directional
               1. Recognise the minnority
                  1. Collaboration between the langugages
                     1. Effectiveness of dual programmes
               2. Plurilinguism
                  1. Transcultural
            2. CLIL
               1. Approach originated in Europe but is recognized around the world.
               2. Promotes multilingualism
               3. Aprroach based on teaching content integrated
                  1. 4Cs
                     1. CONTENT
                        1. Learners creating
                           1. Teaching and learning for understanding
                        2. Cross-curricular
                           1. Subjects and topiics in relation
                              1. Students learning math through English
                     2. COMMUNICATION
                        1. Learning context interaction
                           1. Students learning fractions while they explain verbally the steps to share a pizza.
                     3. COGNITION
                        1. Blooom's taxonomy.
                           1. Cognitive levels and strategies
                              1. Development of critical thinking
                     4. CULTURE
                        1. Identity connection
                           1. Networks, Interaction with other people while understanding their own culture.
               4. Language is divided into
                  1. LANGUAGE OF LEARNING
                  2. LANGUAGE FOR LEARNING
                  3. LANGUAGE THROUGH LEARNING
               5. DEFINITION
                  1. Content through the use of an additional language.
         3. Translanguaging as a tool:
   2. Leads to monolinguism

      Anmerkungen:

      • It is seen as "ARTIFICIAL" Languages are taught separately.
      1. MONOGLOSIC PROGRAMMES according to Baker 1996

         Anmerkungen:

         • Separate languages in the curriculum. Learners develop proficiency in two languages.
         1. ADDITIVE MONOGLOSIC

            Anmerkungen:

            • Languages seen as separate entities.
            1. INMMERSION
               1. Well-known programs
               2. Early: Pre-school level.
               3. Delayed: Incorporation at some point in elementary or primary school..
               4. Total: Only taught in L2.
               5. Partial: L2 between 90% or 50% taught
                  1. Example:: Broadway Elementary School
            2. MAINTENANCE according to Fishman (1976
               1. Goal: Preserve the mIniority language spoken at home while acquire L2
                  1. The aim is to taught subjects in two different languages.
                     1. Example: "First languages Australia" held the National Indigenous Languages Teaching and Employment forum in Adelaide promoting the revitalisation of indigenous languages
                        1. GAMBAY
                           1. https://gambay.com.au/
                        2. Marringamu
                           1. http://marringamu.com.au/
               2. Cultural component, cultural identity
            3. PRESTIGIOUS OR ELITIST MODELS
               1. Students learn through two "prestigious" languages
                  1. Language to be used as symbolic capital on the market.
         2. SUBSTRACTIVE MONOGLOSIC
            1. SUBMERSION
               1. Language shift
                  1. monocultural
               2. GOAL: Dominant language. Proficiency in L2
                  1. Neglests students minority L1
                     1. Instructions given a majority by L2
                        1. Example: At some bilingual schools in Colombia, the head teacher tends to use English as the primary language and not being aware that a Spanish student is in the class left to fend independently and either quickly learn the language or fail the class.
                  2. Characteristics:
            2. TRANSITIONAL
               1. Substractive-natured
                  1. Short usage of L1 while they acquire L2
                     1. Goal: Use L1 to facilitate the learning of L2
                        1. Adress to migratis, or indigenous
                           1. ESL Programmes in USA
                              1. Students immerse themselves in English language and culture with some support.
4. BILINGUAL EDUCATION PROGRAMMES APPROACHES
   1. HETEROGLOSSIC: Advancement of bilingualism and language learning within bilingual students in the curriculum
   2. MONOGLOSSIC: Bilingualism is not advanced within the curriculum despite the fact that there are bilingual people within the course.

      Anmerkungen:

      • Negative effects due to monolingual promotion.
5. By Lina María Castillo Mejia