BILINGUAL EDUCATION PROGRAMMES

BILINGUAL EDUCATION PROGRAMMES

1. LANGUAGE POLICIES

   • Are developed by politicians and non-educators
   • Preserve languages
   • Promote bilingualism
   • Promote one language over the other

2. GENERAL PRINCIPLES

   • INCIDENTAL
   • IMPLICIT

3. TYPES OF BILINGUAL EDUCATION PROGRAMMES

   • Leads to Bilingualism
     • Languages are interconnected.
     • HETEROGLOSIC PROGRAMMES according to Garcia (2009)
       • Known as Concurrent approach. 
       • RECURSIVE-HETEROGLOSIC
         • DEVELOPMENTAL
           • Protect minority langugaes in danger
             • AIM: Students become proficiency in both languages.
       • DYNAMIC-HETEROGLOSIC
         • Different degrees of bilinguals.
         • Two-way model or Poly-directional
           • Recognise the minnority
             • Collaboration between the langugages
               • Effectiveness of dual programmes
           • Plurilinguism
             • Transcultural
         • CLIL
           • Approach originated in Europe but is recognized around the world.
           • Promotes multilingualism
           • Aprroach based on teaching content integrated
             • 4Cs
               • CONTENT
                 • Learners creating
                   • Teaching and learning for understanding
                 • Cross-curricular
                   • Subjects and topiics in relation
                     • Students learning math through English
               • COMMUNICATION
                 • Learning context interaction
                   • Students learning fractions while they explain verbally the steps to share a pizza.
               • COGNITION
                 • Blooom's taxonomy.
                   • Cognitive levels and strategies
                     • Development of critical thinking
               • CULTURE
                 • Identity connection
                   • Networks, Interaction with other people while understanding their own culture.
           • Language is divided into
             • LANGUAGE OF LEARNING
             • LANGUAGE FOR LEARNING
             • LANGUAGE THROUGH LEARNING
           • DEFINITION
             • Content through the use of an additional language.
       • Translanguaging as a tool:
   • Leads to monolinguism
     • It is seen as "ARTIFICIAL" Languages are taught separately.
     • MONOGLOSIC PROGRAMMES according to Baker 1996
       • Separate languages in the curriculum. Learners develop proficiency in two languages.
       • ADDITIVE MONOGLOSIC
         • Languages seen as separate entities.
         • INMMERSION
           • Well-known programs
           • Early: Pre-school level.
           • Delayed: Incorporation at some point in elementary or primary school..
           • Total: Only taught in L2.
           • Partial: L2 between 90% or 50% taught
             • Example:: Broadway Elementary School
         • MAINTENANCE according to Fishman (1976
           • Goal: Preserve the mIniority language spoken at home while acquire L2
             • The aim is to taught subjects in two different languages.
               • Example: "First languages Australia" held the National Indigenous Languages Teaching and Employment forum in Adelaide promoting the revitalisation of indigenous languages
                 • GAMBAY
                   • https://gambay.com.au/
                 • Marringamu
                   • http://marringamu.com.au/
           • Cultural component, cultural identity
         • PRESTIGIOUS OR ELITIST MODELS
           • Students learn through two "prestigious" languages
             • Language to be used as symbolic capital on the market.
       • SUBSTRACTIVE MONOGLOSIC
         • SUBMERSION
           • Language shift
             • monocultural
           • GOAL: Dominant language. Proficiency in L2
             • Neglests students minority L1
               • Instructions given a majority by L2
                 • 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.
             • Characteristics:
         • TRANSITIONAL
           • Substractive-natured
             • Short usage of L1 while they acquire L2
               • Goal: Use L1 to facilitate the learning of L2
                 • Adress to migratis, or indigenous
                   • ESL Programmes in USA
                     • Students immerse themselves in English language and culture with some support.

4. BILINGUAL EDUCATION PROGRAMMES APPROACHES

   • HETEROGLOSSIC: Advancement of bilingualism and language learning within bilingual students in the curriculum
   • MONOGLOSSIC: Bilingualism is not advanced within the curriculum despite the fact that there are bilingual people within the course.
     • Negative effects due to monolingual promotion.

5. By Lina María Castillo Mejia

Images and files in the map

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• What is translanguaging, really? (Embed)
• Inside a language immersion school (Embed)
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• Dual Language Programs Explained (Embed)
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