Bilingual Education Programs: Similarities and Differences

Bilingual Education Programs: Similarities and Differences

1. They're classified into two main approaches

   • MONOGLOSSIC: a perspective that considers languages as two separated entities.
     • ADDITIVE PROGRAMs: programs which aim to learn a second language while retaining a first language.
       • It's classified
         • MAINTENANCE: Students' native language is the minority. It includes the cultural component. Instructions in L1 to learn the L2 . It's a foreign language for the students but in the context L2 is the majority language. The classroom is organized with students with the same native language
         • PRESTIGIOUS: The target language is not minority. The target language is prestigious and it is learned due of the importance as a global language
         • IMMERSION:Students' native language is the majority language spoken in the context. The L2 is a foreign language and the minority language in the context.The instructions are in the L2.
           • SIMILARITIES: delivering subjects in 2 different languages. Maintenance of the L1.
     • SUBSTRACTIVE PROGRAM: a program which aims to acquiere proficiency in the L2 language. Therefore the L1 is replaced.
       • it's classified
         • SUBMERSION: Students are expected to swim with not swimming lessons Students join the mainstream without any support in their native language Using the L1 is penalized. Instructions are carried out in a majority L2. The students speak minority languages
         • TRANSITIONAL: Uses of the L1 but very short times. When students are in 3rd grade they are not allowed to speak in their native language
           • SIMILARITIES: both programs aim to develop proficiency only in the L2. L1 is not allowed in the classroom.
       • SIMILARITIES AND DIFFERENCES
         • SIMILARITIES: both approaches contribute to bilingualism. However, aim to make students acquire proficiency in only 1 language. L2 is the dominant language. Languages are seen as independent entities.
         • DIFFERENCES: additive programs include another language in the curriculum because it's considered that learning of an L2 does not interfere with the learning of an L1. However, the included language is used in short times. In contrast, subtractive programs do not include another language in the curriculum. Students receive instructions only in the target language. There is not support in their native one.
   • HETEROGLOSSIC OR CURRENT APPROACH: it acknowledges the reality that languages are not isolated but they are part of themselves. This model recognizes the importance of dynamism that occurs in real context.
     • RECURSIVE: focused on the revitalization of minority languages.
       • It's classified
         • IMMERSION REVITALIZATION: Focused on revitalize those languages in danger to disappear. The students are taught in childhood courses such as kindergarten or pre-school.
         • DEVELOPMENTAL: Focus on maintaining a language that is a minority language but it is not in danger to disappear.
           • SIMILARITIES AND DIFFERENCES
             • Both bilingual programs aim to revitalize the minorities' languages. However, in the case of developmental, the language is not in danger to disappear as is the case of immersion.
     • DYNAMIC: focused on The idea that language are interconnected and should be added in the curriculum and classroom.
       • It's classified
         • TWO WAY LEARNING: Students from two different native languages attend class in the same classroom. Both languages are included in the curriculum. Therefore, for one student the classes are going to be in their L1 but for their classmates ( with a different native language) will attend a foreign language and viceversa.
         • CLIL: Teaching and learning curricular content through the use of an additional language. It is based on language acquisition rather than on language learning. The language is a medium
           • SIMILARITIES AND DIFFERENCES
             • Two-way learning programs based on heterogeneity. Therefore, there are different language profiles and different practices that promote multilingualism. On the other hand, CLIL is based on bilingualism where learning takes places through the language and students work collaboratively
       • SIMILARITIES AND DIFFERENCES
         • Both approaches promote the maintenance of languages and include the cultural component. However, recursive programs are focused on revitalizing but dynamic is focused on plurilingualism. Therefore, the types of students in recursive are non-dominant students but in Dynamic programs, there are all types of students.

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