Bilingual Educational Programmes

Bilingual Educational Programmes

1. Aim

   • To promote degrees of bilingualism.

2. Bilingual Perspective

   • Differences between both perspectives
     • Bilingual perspective programmes take more time to achieve what is intended than Monolingual.,
     • Monolingual Perspective Programmes are limited to the original text.
     • Bilingual perspective programmes use cognitive and metacognitive skills.
     • Bilingual perspective programmes use more strategies than Monolingual perspective programmes.
     • Bilingual perspective programmes normally have students with different language profiles. Thus, they take into account both languages and cultures.
     • Languages in Bilingual perspective programmes have a relation and a connection between them. Meanwhile, languages are taught separately in Monolingual perspective programmes.
   • Heteroglossic
     • Programmes with a bilingual and holistic approach: the languages are interconnected. Translanguaging is used.
   • Immersion
     • Both languages are highly studied
       • There are different types
         • Early Immersion
           • Since Preschool
         • Delayed Immersion
           • Begins in Elementary
         • Total Immersion
           • 100% of the curriculum taught in L2
         • Partial Immersion
           • Between 50% - 90% of the curriculum taugh in L2
     • Pros: It develops language and academic proficiency
   • Two-Way Poly-Directional Duo Language
     • The classroom has a balance of students with a minority language as their L1 and students with a majority language (usually English) as their L1: two types of students coexist under the same programme. Both students become bilingual and biliterate in both languages, it is cross cultural and academic. Students here do have a progressive adaptation.
     • Pros: No student will be left behind, unless his/her behavior is not helping.
   • CLIL
     • Refers to a dual focused educational programme, in which an additional language is used as a medium of instruction in the teaching and learning of non-linguistic content. It is highly valued and implemented, since it integrates language and contents in a natural learning environment.

3. Monolingual Perspective

   • Similarities between both perspectives
     • Submersion programmes are similar to Immmersion programmes, but in the case fo submersion L1 is a minority one.
     • Maintenance and Poly-Directional programmes enhance students' language acquisition by using their mother tongue or L1 as well. They imply additive bilingualism. Students become both bilingual and biliterate in two languages.
     • The advantages and disadvantages present in both perspectives' programmes are not strongly supported in studies and researches.
     • Both bilingual and monolingual perspectives agree that the learning of a new language is collateral and inherent.
   • Monoglossic
     • Programmes with a monolingual perspective: a separational approach to the language.
   • Transitional Model
     • It implies subtractive bilingualism. It aims to generate progressive elimination of L1, since L1 stops being included in the curriculum, progressively. The students have an adaptation process.
   • Prestigious or Elitist Model
     • It implies additive bilingualism. L1 is not badly stigmatized and students can choose which L2 to learn. Students will learn two prestigious languages which are kept separately during instruction. Learners choose the L2 because of social status and cultural knowledge. However, no cultural identity is included in this program.
   • Submersion
     • These programmes are similar to immersion programmes, but in this case L1 is a minority one. It is as well subtractive and here students are intended to learn an L2 without any adaptation processes, they don't have space for progressive adaptation, they are expected to perform as good as other students. L1 is not prestigious.
   • Maintenance Developmental Models
     • It is additive bilingualism, but still the 2 languages are separated. In this programme the target students share the same L1 and it aims for these students to become fully bilingual and biliterate in L1 and L2. In this programme the students also have and adaptation process. Cultural content is included.
     • Cons: It is losing popularity, parents want kids to be immerse in another language.
     • Pros: It encourages native language instructions.

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