Bilingual Education Programmes

Bilingual Education Programmes

1. Bilingual Education Policies look for

   • Promote bilingualism
   • Language Maintenance
   • Promote one language over others.

2. Bilingual Education Programmes

   • According to García’s (2009, p. 123-135) we find:
     • Monoglossic Programmes
       • Students learn language and proficiency in two languages but they are taught separately.
         • Subctractive Programmes
           • Submmersion
             • Instructions in the classroom are in L2 but the learners don't speak the language. Baker (1996), defines it as the "Sink or swim" method.
               • Example: A Spanish speaker student in an English-speaking class.
           • Transitional
             • L1 is only used in the first instructions. L2 is the main objective due to it is the social majority language. Lorenzo, Trujillo & Vez (2011, p. 89) Refer to this as "Educational Colonisation"
               • Example: An immigrant student learning the language of the host country.
         • Additive Programmes
           • Maintenance
             • It aims to preserve the language spoken at home or familiar language while learning the second one, keeping L1 and L2 separated. Students shared the L1.
               • Example: School subjects are taught in both L1 and L2, looking for preservation of L1 which is the common language in students.
           • Prestigious
             • Students learn two majority languages or considered prestigious. Language as a capital in the social interaction market, (De Mejía, 2002, p. 36)
               • Example: Elite schools where two majority languages are taught separately.
           • Immersion
             • Early Immersion
               • Students received instructions in a foreign language from the very first level of school.
                 • Example: A preschool student receiving instruction from his or her teacher in a foreign language.
             • Delayed immersion
               • Students receive instructions in a foreign language at a not very young age.
                 • Example: Students receiving instructions in a foreign language in 3rd Grade
             • Total or partial Immersion
               • According to Freeman (2004, p. 5), Partial Immersion consists of using the foreign language of instruction between 50% and 90%. Total Immersion means the use of 100% of foreign language.
     • Heteroglossic Programmes
       • Students learn two languages using the L1 as a strategy to learn the L2. Languages do not compete between them.
         • Recursive (Revitalize)
           • Immersion Revitalization
             • Language learning starts early, mostly at a Preschool level. The language to learn is a minority language.
               • Example: Students speaks a majority language Spanish, and they learn a minority, endangered or indigenous language Wayuunaiki (Colombia).
           • Developmental
             • Language goals are to promote, protect and develop minority languages, to avoid language loss.
               • Example: Students learn an endangered language in order to develop new speakers and revitalize it.
         • Dynamic (Diversity in Bilingualism)
           • Two-way Immersion
             • One of the most effective bilingual education programs. Students with different L1 collaborate to learn both languages.
               • Example: A classroom where there are English Speakers and French Speakers, they collaborate to English speakers learn French and vice-versa.
           • CLIL
             • (Coyle, 2007) This Programme was born in Europe. The main goal is to promote Bilingualism. The second language is used as a medium to teach content, not language goals. Integration between language and content.
               • The Foundations of CLIL are based in the 4C's (Coyle, 2007)
                 • Content
                 • Communication
                 • Cognition
                 • Culture
       • Main related approaches
         • Concurrent Approach
           • According to Jacobson (1990), this approaches best feature is the use of Code-switching by the class.
             • Example: The teacher and students switch between English and Spanish during the class session.
         • Transluanging
           • García and Wei (2014) consider Monoglossic approaches as Artificial because of the separation they made between L1 and L2. In contrast, they consider languages are interconnected and learners use them to obtain new language knowledge.

3. Types of Bilingual Education Programmes.

   • According to Fisherman (1976), there are 2 types.
     • Bilingual education to promote language learning and bilingual students inside the curriculum.
       • School with bilingual goals in the Curriculum, to stimulate second language learning and proficiency in the mother tongue and foreign languages.h
     • Bilingual education with not bilingual goals in the curriculum, but with presence of bilingual students.
       • School curriculum does not promote bilingualism, there are not foreign language goals, but there are some students who speaks more than one language.

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