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Bilingual education

Ferney Caceres Urrego Pedagogía English

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Bilingual education

The context is taken from a language institution where I have worked for 3 years
- Cognitive
  - 13+ year-old students
    - D’Acierno, M. R. (1990)
    - Bilingualism development
      - Later development of bilingualism
        When the second language is learned in adolescence or adulthood
        Reasons
        Baker, C. (2006). 
        Societal reasons
        Harmony
        Students try to use both languages without substracting importance to any of them
        Additive
        The aquisition of English (L2) does not affect Spanish
        Individual reasons
        Cognitive development
        TED-Ed. (2015, June 23) Peal, E. and Lambert, W.E. (1962).
        Less emotional bias
        Rational approach when facing trouble
        Higher density of the grey matter
        Alzheimer/dementia onset delay
        Divergent/creative thinking
        Communicative sensitivity
        Cultural reasons
        Other members of this context learn English to dive into other communities
        Affective reasons
        Students in this context have found that learning a language has increased their self-confidence
        Career and employment
        to have more laboral opportunities or because it is a requirement for either university or job
    - Coordinate bilingual
    - Subordinate bilingual
- Pedagogical
  - Approaches
    - Natural approach
      - Krashen, S. D. & Terrell, T. D. (1983)
      - Exposure to sounds, phrases, rather than grammar explanation
      - Language is the tool to convey the message
      - Error correction comes naturally
      - This methodology is effective, however it is hard for people who have never had exposure to the L2 which might produce frustratation, but when adapting it is fruitful
    - Communicative language teaching
      - Hymes, D. H. (1972). 
      - Interaction is the goal
      - Learners talk about personal experiences
      - The teacher is a facilitator presenting the topic as natural as possible
      - Action oriented
        Council of Europe. (2001). 
        Task-based activities
        Teacher is a monitor
        Communicative acts
        Reception
        Production
        Interaction
        Mediation
      - Having people talk is a resource which fosters language acquisition and social skills
    - Cooperative learning
      - Teed, R., McDaris, J., & Roseth, C. (n.d.). 
      - small group learning
      - Face to face interaction
        Students have seen positive outcomes, such as better conflict management, interaction, positive interdependence, among others
    - Blended learning
      - Online and face to face instruction
        Students in this context have been able to engage with different instrtuctional methods like: role plays, lyrics, matching activities, videos, etc. this diversity can motivate them to learn, however some of this resorces are focused on topics they are not interested which sometimes is couterproductive.
- Linguistic
  - Peal, E. and Lambert, W.E. (1962)
  - Balanced Bilingual
    - The proficiency in both languages is similar
  - Dominant bilingual
    - More proficiency in one language
      - it is more common to encounter learners whose proficiency is different from L1 to L2
        Translanguaging is another phenomenon that might appear due to this
        Learners use both languages to fill voids and to be able to use their whole language repertoir Canagarajah (2011)
        Other usages of translaguaging that have been seen in this context
        Garcia, O., Lin, A. (2017). 
        To emphasize
        To give instructions
        to replace
        when translation is not possible
        To play with the languages: to make jokes, to call attention, etc.
        To clarify
        Yet the institution strives to reduce the usage of L1
        Even though it sounds as a disadvantage, it is an opportunity to exploit those components or abilities in which the learners have more expertise.
  - Languages
    - Butler and Hakuta (2004)
    - Spanish
      - L1
    - English
      - L2
    - Abilities
      - Speaking
      - Writing
      - Listening
      - Reading
    - Components
      - Grammar
      - Vocabulary
      - Phonology
      - Graphology
Educational
- Learning process
  - Instructive
    - Normal classrooms
      - Where knowledge is given (grammar, pronunciation, syntax, etc)
        Up to 6 students
        The class lasts one hour and twenty minutes
        Every single person might have a different lesson which creates mechanics
        Reference
        Student's future lesson/knowledge
        Advance
        Student's current lesson/knowledge
        Feedback
        Student's known lesson/knowledge
        It is useful since it provides the opportunity to check their previous knowledge, however repetition lessens students interest
        Stages
        This process seeks to assure student's attention span
        1) Presentation
        3) Production
        2) Practice
  - Evaluative
    - Assessment classroom
      - Similar exams to interviews (question-answer basis)
      - Oral presentation
      - There is an evident lack of assessment, since having an holistic view of bilingualism, just assessing speaking (on specific topics) is not enough
  - Practice and strengthening
    - Conversation classroom
      - Task-based activities
        When well used, it proves to be useful, due to student's pursuing a goal, they are engaged with learning (life experiences and previous knowledge support the process)
  - We as teachers have to:
    - use L2 to convey the lesson, instructions., information in general
    - have the student's background to simulate real-life settings
    - To set a goal
    - offer a variety of activities
It refers to education in more than one language, oftetn use ecompassing more than two languages (Baker, 2001)

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Description: This Mind Map is created to simplify the concept of bilingual education from a specific context. References in the comment section.
Created by: Ferney Caceres Urrego
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