SIMILARITIES AND DIFFERENCES AMONG BILINGUAL EDUCATION PROGRAMS

SIMILARITIES AND DIFFERENCES AMONG BILINGUAL EDUCATION PROGRAMS

1. MONOGLOSSIC. In this approach, languages are not integrated systems, so there is not a relation among them (they are independence). Each language is completely different to the other one and they are not correlated, (they are separate entities).

   • SUBSTRACTIVE PROGRAMS (monolingualism). Students are exposed to two languages, so they are bilinguals, but the mayority language is the one they have to speak all the time. (High risk of lossing the L1)
     • Types
       • TRANSITIONAL. The L1 is only used to learn the L2, and when students are in third grade, they cannot use the the L1 anymore.
       • SUBMERSION. Students learn the L2 in a place where it is the mayority language. (e.g. A Colombian who goes to USA to learn the L2, but teacher explains everything in L2). In this model, the primary goal is the cultural assimilation and mono- lingualism in the mayority language.
     • Similarities and differences
       • Both are educational programs in which students become bilinguals, but in substractive ones students tend to avoid all the time the use of the L1, nevertheless it is the contrary in the additive programs, due to students continue using their L1.
   • ADDITIVE PROGRAMS (bilingualism). Students learn the L2 and keep using their L1. In this model there is not a risk of lossing the native language.
     • Types
       • MAINTENANCE. They focus on learnng the L2 without forgetting the L1, so subjects are taught in two languages and even add cultural components. However, the L2 is going to be the dominant language (or the mayority language of the country).
       • PRESTIGIOUS. It is mainly setting on learning the most pretigious languages around the world (the mayority languages) to use them in market of social interaction. Cultural aspects of the language are not learnt.
       • IMMERSION. This program is implemented in schools where the majority children speak the same mother tongue and only the teacher is bilingual and he/she is going to choose the kind of variation of immersion program is going to use; the total, the partial ones, or (depending on the age of children) the early and delayed ones.

2. HETEROGLOSSIC. In this approach there is an integrated system among languages, it means languages are not seen like indepen- dent ones.

   • RECURSIVE. This program looks for the revitalization of endangered languages
     • Types
       • IMMERSION REVIALIZATION. Parents teach the endangered langage to infants (in their childhood). The language is the inhertance from adults to new generations.
       • DEVELOPMENTAL. Students are going to learn the L2 using the L1 (all the instructions by the teacher are going to be given using the L1), however students are going to be constantly in L2 context due to school is placed in a country where the L2 is the mayority language. (e.g A spanish language school in USA.)
   • DYNAMIC. This program aims to relate content and language like a whole in classroom. Students are learning the language at the same time that the subjects content.
     • Types
       • POLY-DIRECTIONAL OR TWO-WAY MODELS. The subjects of school curriculum are taught in different languages, due to schools with this model receive students with different language profiles, so students are constantly exposed to other languages and all the classes are collaboration sessions.
         • Similarities and differences
       • CLIL MODEL. There is a bilingual teacher in classroom who has to study other subjects such us chemistry, arts, physical education etc, to teach them to students using the L2. This is a conextualized teaching of the language.
         • Similarities and differences
           • Both models are using the L2 to teach content and learn language in a contextualized way, however in Two-way model is implemented more than two languages at school to teach content. On the contrary, in CLIL model, it is chosen a L2 which all the content is going to be explained.