1

Plurilingüismo:Plurilingüismo:contextos y metodologíascontextos y metodologías(Plurilingual contexts and (Plurilingual contexts and

methodologies)methodologies)

2

What is a bilingual person?What is a bilingual person?

What are the factors that What are the factors that influence/affect influence/affect

bilingual/plurilingual people?bilingual/plurilingual people?

Is it possible to Is it possible to becomebecome bilingual in bilingual in a monolingual society? a monolingual society?

Is there any approach, technique or Is there any approach, technique or method to facilitate it?method to facilitate it?

Contents (1)1. Towards a better knowledge of the phenomena of bilingualism1. Towards a better knowledge of the phenomena of bilingualism

1.1. Several definitions1.1. Several definitions 1.2. Sequence of development in bilingual/multilingual 1.2. Sequence of development in bilingual/multilingual

childrenchildren 1.3. Phenomena connected to bilingualism1.3. Phenomena connected to bilingualism 1.4. Factors affecting bilingualism1.4. Factors affecting bilingualism 1.5. Different contexts: FL vs. SL1.5. Different contexts: FL vs. SL

tasks: tasks: readings 1 & 2readings 1 & 2group discussion: conclusionsgroup discussion: conclusions

2. Bilingual/plurilingual educative models (I,II)2. Bilingual/plurilingual educative models (I,II)2.1. Several examples2.1. Several examples2.2. The SIOP model: Carlitos’ case2.2. The SIOP model: Carlitos’ case

3333

4

Contents (2)3. Bilingualism in monolingual societies: conditions, possible 3. Bilingualism in monolingual societies: conditions, possible

outcomes, methodological models and resourcesoutcomes, methodological models and resources Task: individual bilingual profileTask: individual bilingual profile

Task: group discussion about age-related mattersTask: group discussion about age-related matters-The question of age-The question of age

3.1. Bilingualism and content-based teaching3.1. Bilingualism and content-based teaching3.1. Models3.1. Models3.2. Methodological differences3.2. Methodological differences3.3. Advantages and disadvantages3.3. Advantages and disadvantages 3.2. Primary & Secondary teachers’ tasks (add st 3.2. Primary & Secondary teachers’ tasks (add st

yourselves)yourselves)3.4. Characteristics of successful CLIL programes3.4. Characteristics of successful CLIL programestask: reading 3task: reading 3

3.2. Examples of activities 3.2. Examples of activities 4.1. Primary teaching4.1. Primary teaching4.2. Secondary teaching4.2. Secondary teaching4.3. More examples4.3. More examples

5

Contents (3)3.3. Resources3.3. Resources

tasks: reading 4 & internet resourcestasks: reading 4 & internet resources Task: Individual presentationsTask: Individual presentations

3.4. The situation in Spain: the case of Catalonia3.4. The situation in Spain: the case of CataloniaTask: reading 4 Task: reading 4

3.5. The situation in Andalucía. 3.5. The situation in Andalucía. Task: individual/group presentationsTask: individual/group presentations

What is happening? outcomes, problems and What is happening? outcomes, problems and solutionssolutions

4. References4. References

6

1. What is bilingualism/plurilingualism?1. What is bilingualism/plurilingualism?

‘‘The phenomena of competence and communication in The phenomena of competence and communication in two two or moreor more languages’(Lam, 2001:93) languages’(Lam, 2001:93)

… …Competence?...Competence?...

……Does the bilingual learn a set of meanings with Does the bilingual learn a set of meanings with two two different linguistic representationsdifferent linguistic representations or does he learn or does he learn two two different languagesdifferent languages, as if he was the sum of two , as if he was the sum of two monolinguals? monolinguals?

……Are there drawbacks (i.e. Are there drawbacks (i.e. language misunderstandings language misunderstandings and difficultiesand difficulties) being a bilingual or are there ) being a bilingual or are there cognitive cognitive advantagesadvantages??

7

1.1. Definitions1.1. Definitions

1. Complete competence in both languages in all the situations1. Complete competence in both languages in all the situations2. Continuum: abilities in both languages2. Continuum: abilities in both languages

dominant/equilibrated bilingualsdominant/equilibrated bilinguals3. According to use:3. According to use:

coordinated/compoud bilingualscoordinated/compoud bilinguals4. According to the age:4. According to the age:

early/late bilingualsearly/late bilinguals5. According to the order of acquisition5. According to the order of acquisition

simultaneous/consecutive bilingualssimultaneous/consecutive bilinguals6. According to socio-cultural factors6. According to socio-cultural factors

Additive/subtractive bilingualsAdditive/subtractive bilinguals7. According to the context and parents’ strategies7. According to the context and parents’ strategies

8

1.1. Definitions (II)1.1. Definitions (II)

7. According to the context and parents’ strategies7. According to the context and parents’ strategies

Type 1: ‘One-person-one-language’Type 1: ‘One-person-one-language’

Type 2:’Non-dominant home language’ / ‘one language-one-Type 2:’Non-dominant home language’ / ‘one language-one-environment’environment’

Type 3: ‘Non-dominant home language without community Type 3: ‘Non-dominant home language without community support’support’

Type 4: ‘Double non-dominant home language without Type 4: ‘Double non-dominant home language without community support’community support’

Type 5: ‘Non-native parents’Type 5: ‘Non-native parents’

Type 6: ‘Mixed languages’Type 6: ‘Mixed languages’

9

1.2. Bilingual development in children

1.3. Phenomena connected to bilingualism:interesting research facts (1)

Accents: the human brain is capable (before some critical or Accents: the human brain is capable (before some critical or sensitive period) of developing two or more different sets of sensitive period) of developing two or more different sets of instructions for the organs of articulation, even though children instructions for the organs of articulation, even though children lose their ability to distinguish sounds at the end of first year lose their ability to distinguish sounds at the end of first year (Usually the phonological system is more unitary than separate)(Usually the phonological system is more unitary than separate)

Lexicons: 1 or 2 separate systems?Lexicons: 1 or 2 separate systems? Synonyms & equivalent words: do not function as Synonyms & equivalent words: do not function as

equivalents for children (diff. Contexts)equivalents for children (diff. Contexts) with stroop task: high degree of accuracy but slower reaction with stroop task: high degree of accuracy but slower reaction

times in colour namingtimes in colour naming With cognates: false cognates with neutral L1 connotations With cognates: false cognates with neutral L1 connotations

rated negatively by bilinguals (embarrassed/embarazada). rated negatively by bilinguals (embarrassed/embarazada). The two systems (L1/L2) influence each other.The two systems (L1/L2) influence each other.

Calqueing: reorganization of mental dictionary (i.e.: Calqueing: reorganization of mental dictionary (i.e.: run/correr) run/correr)

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1.3. Phenomena connected to bilingualism:interesting research facts (2)

The question of verbal memory & bilateral brain organization: The question of verbal memory & bilateral brain organization: L2 learning ability is independent of general intellectual abilityL2 learning ability is independent of general intellectual ability

Lateral dominance: right hemisphere involvement in language Lateral dominance: right hemisphere involvement in language processing for late bilingualsprocessing for late bilinguals

The case of bilingual aphasics. Three alternative explanations:The case of bilingual aphasics. Three alternative explanations: The first learned languageThe first learned language The most used language around the aphasia-producing The most used language around the aphasia-producing

incidentincident ‘‘psychological factors’psychological factors’

‘‘alternate antagonism’: limited cognitive resourcesalternate antagonism’: limited cognitive resources

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1.4. Factors affecting bilinguism. Code switches and attrition

“Sabes, mi school bus no tiene un stop sign”“Hoy yo era line leader en mi escuela”“Ponemos cranberries y marshmallows y después se pone el glitter con glue”

(Snow, 1999:482)

Interaction styleInteraction style Quality and quantity of Quality and quantity of inputinput Attitudes towards both languagesAttitudes towards both languages Socio-cultural contextSocio-cultural context

13

1.5. Different contexts

Tasks:Tasks: Readings 1, 2 & 3Readings 1, 2 & 3 Group discussion: conclusionsGroup discussion: conclusions

FL vs SLFL vs SL

14

2. Bilingual education programs: characteristics

Task: reading 4 (Ovando, Combs & Collier, Task: reading 4 (Ovando, Combs & Collier, 2006:8-10)2006:8-10)

15

2.1. Pluri/Bilingual educative models in L2 contexts - I

Weak models Weak models

Type of Type of programprogram

Child typeChild type Classroom Classroom languagelanguage

Social aimSocial aim Language aimLanguage aim

SUMERSIONSUMERSION MinorityMinority majoritymajority assimilationassimilation monolingualmonolingual

MAINSTREAMMAINSTREAM MajorityMajorityMajority with Majority with

L2 lessonsL2 lessonsLimited Limited

enrichmentenrichmentLimited Limited bilingualbilingual

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2.1. Bilingual educative models in L2 contexts - II

‘‘Strong’ models Strong’ models Type of Type of

programprogramType of Type of

childchildClassroom Classroom languagelanguage

Social aimSocial aim Linguistic Linguistic aimaim

IMMERSIONIMMERSION MajorityMajorityBilinual with Bilinual with

initial L2 initial L2 emphasisemphasis

Plurality & Plurality & enrichmentenrichment

Bilinguism & Bilinguism & literacy literacy (L1/L2)(L1/L2)

L1 VALUEDL1 VALUED MinorityMinorityBilinual with Bilinual with

initial L1 initial L1 emphasisemphasis

Maintenance, Maintenance, Plurality & Plurality & enrichmentenrichment

Bilinguism & Bilinguism & literacy literacy (L1/L2)(L1/L2)

TWO LANGUAGESTWO LANGUAGESCombination Combination of Majority & of Majority &

minorityminority

Minority & Minority & majoritymajority

Maintenance, Maintenance, Plurality & Plurality & enrichmentenrichment

Bilinguism & Bilinguism & literacy literacy (L1/L2) (L1/L2)

MAINSTREAMMAINSTREAM

BILINGUISMBILINGUISMMajorityMajority

Two lg. Two lg. MajorityMajority

Maintenance, Maintenance, Plurality & Plurality & enrichmentenrichment

Bilinguism & Bilinguism & literacy literacy (L1/L2)(L1/L2)

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2.2. An example: the SIOP model (1) Task: reading (5) about the SIOP model (Echevarría, Vogt & Short, 2007)Task: reading (5) about the SIOP model (Echevarría, Vogt & Short, 2007)

FeaturesFeatures1.1. Lesson preparationLesson preparation

1.1. Content objectives clearly defined, displayed Content objectives clearly defined, displayed and reviewed with stsand reviewed with sts

2.2. Language obj…Language obj…3.3. Content concepts appropriate for age and Content concepts appropriate for age and

educational backgroundeducational background4.4. Supplementary materials used to high degreeSupplementary materials used to high degree5.5. Adaptation of content to all levels of student Adaptation of content to all levels of student

proficiencyproficiency6.6. Meaningful activities that integrate lesson Meaningful activities that integrate lesson

concepts & lgg practice opportunitiesconcepts & lgg practice opportunities

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2.2. An example: the SIOP model (2)

2. Building background2. Building background Concepts explicitly linked to sts’ background Concepts explicitly linked to sts’ background

experiencesexperiences Links explicitly made btw past learning and new Links explicitly made btw past learning and new

conceptsconcepts Key vocabulay emphasizedKey vocabulay emphasized

3.3. Comprehensible inputComprehensible input1.1. Speech appropriate for students’ proficiency levelsSpeech appropriate for students’ proficiency levels2.2. Clear explanation of academic tasksClear explanation of academic tasks3.3. Various techniques used to make content concepts Various techniques used to make content concepts

clearclear

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2.2. An example: the SIOP model (3)3. Strategies3. Strategies

Ample opportunities provided for students to use learning Ample opportunities provided for students to use learning strategiesstrategies

Scaffolding techniques consistently used, assisting and Scaffolding techniques consistently used, assisting and supporting student understandingsupporting student understanding

A variety of questions or tasks that promote higher-order A variety of questions or tasks that promote higher-order thinking skillsthinking skills

3.3. InteractionInteraction1.1. Frequent opportunities for interaction and discussionFrequent opportunities for interaction and discussion2.2. Grouping configurations support language and content Grouping configurations support language and content

objectives of the lessonobjectives of the lesson3.3. Sufficient wait time for student responses consistently Sufficient wait time for student responses consistently

providedprovided4.4. Ample opportunity for students to clarify key concepts in Ample opportunity for students to clarify key concepts in

L1L14.4. Integration of all language skillsIntegration of all language skills5.5. Activities provided for students to apply content and language Activities provided for students to apply content and language

knowledgeknowledge

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Can we become bilingual in a monolingual community?

21

3. Bilingualism in monolingual communities

Task: Individual bilingual profile (reading 6)Task: Individual bilingual profile (reading 6)

… Measuring linguistic competence

22

3. Bilingualism in monolingual societies

Tarea: group discussion about age-related Tarea: group discussion about age-related mattersmatters

23

Age - I: general assertions

The younger the better: critical periodThe younger the better: critical period

Second languages foreign languagesSecond languages foreign languages

Age learning speedAge learning speed

24

Age - II: conclusions In contexts where the L2 is used.In contexts where the L2 is used. (Objetive: bilinguism) (Objetive: bilinguism)

The younger the better in the long run, particularly for pronounciation and difficult The younger the better in the long run, particularly for pronounciation and difficult grammatical structures.grammatical structures.

Explicit linguistic instruction is needed to avoid fossilization phenomena.Explicit linguistic instruction is needed to avoid fossilization phenomena. In monolingual contexts.In monolingual contexts. (Objetive: sufficient competence in L2) (Objetive: sufficient competence in L2)

Not so young is faster, and being L1 literate would be better if there is linguistic Not so young is faster, and being L1 literate would be better if there is linguistic instruction and extended L2 exposition and input. To avoid accents, intensive instruction and extended L2 exposition and input. To avoid accents, intensive phonetic instruction is recommended.phonetic instruction is recommended.

The process of acquisition is the same regardless of the age The process of acquisition is the same regardless of the age

For an early start to suceed in FL contexts:For an early start to suceed in FL contexts:

Quality teachingQuality teachingTimeTime

Type of teaching adapted to learners’ ageType of teaching adapted to learners’ age

25

3.1. Bilingualism and content-based teaching3.1.1. Models

Task: CLIL reading (Deller & Price, 2007; Tejada, Pérez & Luque, Task: CLIL reading (Deller & Price, 2007; Tejada, Pérez & Luque, 2005)2005)

Definition: The L2 is used as a medium of instruction of other contents Definition: The L2 is used as a medium of instruction of other contents (L2 teachers + other specialist teachers)(L2 teachers + other specialist teachers)

Theme-based linguistic Theme-based linguistic instructioninstruction

The language curriculum is built around The language curriculum is built around selected topics or themesselected topics or themes

Sheltered subject matter Sheltered subject matter teachingteaching

It is carried out in the L2 by a content area It is carried out in the L2 by a content area specialist to a separated class of L2 learnersspecialist to a separated class of L2 learners

Adjunct language instructionAdjunct language instruction The learner is enrolled in two The learner is enrolled in two complementary related courses: an L2 complementary related courses: an L2 course and another content coursecourse and another content course

Skills-based approachSkills-based approach Within it, specific subject matter teaching is Within it, specific subject matter teaching is carried out through the focus on a concrete carried out through the focus on a concrete academic skill area. academic skill area.

26

3.1.2. Methodological differences: L2 vs. EBCL2L2 CLILCLIL

ProgramProgram Focus on languageFocus on language Focus on contentFocus on content

DurationDuration

According to textbookAccording to textbookShort and varied activitiesShort and varied activities

Language objectivesLanguage objectives

Longer units focused on:Longer units focused on:TopicsTopicsTasksTasksSkillsSkills

UnitsUnits

Focus on:Focus on:LenguageLenguageOral workOral work

Controlled InputControlled Input & practice & practice

Objectives oriented towards contentObjectives oriented towards contentAnalysis of the language of the unitAnalysis of the language of the unit

Linguistic supportLinguistic supportEmphasis on skills (except speaking)Emphasis on skills (except speaking)

Task/act. Task/act. designdesign

emphasize:emphasize:Oral workOral work

Productive skillsProductive skillsControlled practiceControlled practice

Content tasksContent tasksEmphasis on diagrams & visual materialEmphasis on diagrams & visual material

With linguistic supportWith linguistic supportMore reading and writingMore reading and writing

Language Language selectionselection

Ideally:Ideally:Teacher-model always using L2Teacher-model always using L2

Students use the L2 whenever they canStudents use the L2 whenever they can

Sts can use the L1Sts can use the L1The teacher can also use the L1 for certain The teacher can also use the L1 for certain

aimsaims

27

3.1.3. Advantages & disadvantages

++ Multiple contextsMultiple contexts ComprehensibleComprehensible Input Input Meaningful context, better Meaningful context, better

cognitive processing and cognitive processing and learninglearning

Realistic (lgg as a means to Realistic (lgg as a means to an end)an end)

Improves the development of Improves the development of cognitive and learning cognitive and learning strategiesstrategies

Add more yourselves…Add more yourselves…

-- Cognitive challenge for Cognitive challenge for

learnerslearners Cognitive challenge for Cognitive challenge for

teachersteachers Enforced cooperation Enforced cooperation

between L2 teachers and between L2 teachers and other specialist teachersother specialist teachers

Risk of using the L1Risk of using the L1 Lack/shortage of materialLack/shortage of material Evaluation (?)Evaluation (?) Add more yourselves…Add more yourselves…

28

3.1.4. Primary teachers’ tasks

Speak fluentlySpeak fluently Be familiar with the vocabulary of the subject/topic/themeBe familiar with the vocabulary of the subject/topic/theme Express him/herself with simple vocabulary & grammarExpress him/herself with simple vocabulary & grammar Simplify or paraphrase new vocabulay and conceptsSimplify or paraphrase new vocabulay and concepts Understand textbooks for young learnersUnderstand textbooks for young learners Understand L2 CDs and DVDs Understand L2 CDs and DVDs Be familiar with semi-technical vocabularyBe familiar with semi-technical vocabulary Know simple grammatical constructionsKnow simple grammatical constructions Identify constructions appropriate for young learnersIdentify constructions appropriate for young learners Understand written texts dealing with specific Understand written texts dealing with specific

subjects/topics subjects/topics Know how to write working sheetsKnow how to write working sheets Simplify written texts for learnersSimplify written texts for learners Add more yourselves……Add more yourselves……

29

3.1.5.Secondary teachers’ tasks

Speak fluentlySpeak fluently Write/spell correctlyWrite/spell correctly Simplify new terminology/ paraphrase conceptsSimplify new terminology/ paraphrase concepts Create working sheetsCreate working sheets Understand specialised written textsUnderstand specialised written texts Be familiar with specific or technical vocabularyBe familiar with specific or technical vocabulary Write instructions on the blackboard/computer… Write instructions on the blackboard/computer… Understand L2 CDs, DVDsUnderstand L2 CDs, DVDs Understand students’ attempts at speaking using the L2Understand students’ attempts at speaking using the L2 Know the L2 grammar and correct the students’ oneKnow the L2 grammar and correct the students’ one Identify essential structures and ask support to the L2 specialistIdentify essential structures and ask support to the L2 specialist Hand out partly-written sheets with a format to fill inHand out partly-written sheets with a format to fill in Add more yourselves…Add more yourselves…

30

3.1.6. Characteristics of successful CLIL programs

1. Use the L2 at least for part of 1. Use the L2 at least for part of the contents (including the the contents (including the evaluation process)evaluation process)

2. Select ‘specialist’ teachers (1) 2. Select ‘specialist’ teachers (1) with a higher level of with a higher level of linguistic competence (2)linguistic competence (2)

3. Foster visits/exchanges with 3. Foster visits/exchanges with the L2 communitythe L2 community

4. Create and mantain a positive 4. Create and mantain a positive attitude to both languagesattitude to both languages

5. Start early (???)5. Start early (???)

High Economic and High Economic and personnel resourcespersonnel resources

¿?¿?LEARNING OF TWO LEARNING OF TWO

LANGUAGES A THE LANGUAGES A THE COST OF LEAVING COST OF LEAVING

BEHIND OR BEHIND OR REDUCING OTHER REDUCING OTHER

CONTENTS CONTENTS

Task: reading (Langé, 2002)

31

3.2. CLIL Techniques & activities3.2. CLIL Techniques & activities

32

3.2.1.Techniques for Primary teaching

Material:Material: interesting, estimulating, visual and more exagerated interesting, estimulating, visual and more exagerated Vocabulary:Vocabulary: show it before and/or give paralinguistic or show it before and/or give paralinguistic or

situational cluessituational clues

Presenting materialPresenting material o Active (Total Physical Response)Active (Total Physical Response)o Concrete (lots of illustrations)Concrete (lots of illustrations)o Mime/gestureMime/gestureo Repetition/redundancyRepetition/redundancy

Emphasis on receptive skillsEmphasis on receptive skills (listening & reading)(listening & reading)

33

3.2.2. Techniques for secondary teaching More complex topics/themes More complex topics/themes

More reading and writingMore reading and writing Students face denser/deeper textsStudents face denser/deeper texts

SOLUTIONSSOLUTIONS Carefully structured tasksCarefully structured tasks

Methodologically appropriate readings (before/while…): Methodologically appropriate readings (before/while…): work the sub-skills (skimming, scanning…)work the sub-skills (skimming, scanning…)

Glossary with vocabulary. Hand it out before the taskGlossary with vocabulary. Hand it out before the task Use material with a lot of visual support, or adapt it visually Use material with a lot of visual support, or adapt it visually

(graphics, charts, maps, conceptual schemas…)(graphics, charts, maps, conceptual schemas…) Facilitate written models giving useful functions, grammar, Facilitate written models giving useful functions, grammar,

expressions, etc: controlled writingexpressions, etc: controlled writing Check whether the lesson is being understoodCheck whether the lesson is being understood

Use paraphrase and be redundantUse paraphrase and be redundant Emphasize receptive skills (Listening & reading)Emphasize receptive skills (Listening & reading)

34

3.2.3. Examples3.2.3. Examples

35

3.3. Resources (1) Any subject: www.Any subject: www.

oup.com/elt/teacher/rbtoup.com/elt/teacher/rbthowstuffworks.comhowstuffworks.comletts-education.comletts-education.combiography.combiography.combbc.co.uk/schools/teachersbbc.co.uk/schools/teachersonestopenglish.comonestopenglish.comeuroclic.neteuroclic.netfactworld.infofactworld.infothinkquest.org/librarythinkquest.org/libraryteachersnetwork.orgteachersnetwork.orghomeworkelephant.co.ukhomeworkelephant.co.ukteacher.scholastic.comteacher.scholastic.comeducation.leeds.ac.ukeducation.leeds.ac.ukarmoredpenguin.comarmoredpenguin.com

iearn.org/iearn.org/abcteach.comabcteach.comwebquest.sdsu.eduwebquest.sdsu.eduprimaryresources.co.ukprimaryresources.co.uk

ArtArt::Impressionism.org/Impressionism.org/Poster-und-kunstdrucke.de/imagesPoster-und-kunstdrucke.de/images

Business StudiesBusiness StudiesBusinessweek.comBusinessweek.comHttp://news.bbc.co.ukHttp://news.bbc.co.uk

Design and TechnologyDesign and TechnologyDesign-technology.orgDesign-technology.org

Food TechnologyFood TechnologyFoodtech.org.uk/Foodtech.org.uk/Projectgcse.co.uk/food/Projectgcse.co.uk/food/

36

3.3. Resources (2) Geography (www.)Geography (www.)http://library.thinkquest.org/11922/habitats.htmdiscovery.com/exp/exp.htmlnationalgeographic.com/resources/nationalgeographic.com/resources/

ngo/education/ngo/education/ HistoryHistoryhistoryworld.nethistoryworld.nethistorytoday.comhistorytoday.combbc.co.uk/history/historic-figuresbbc.co.uk/history/historic-figuresSchoolHistory.co.ukSchoolHistory.co.uk LiteratureLiteraturebibliomania.com Mathematicsmathgoodies.comcut-the-knot.comallmath.commathworld.wolfram.com

Music (www.)Music (www.)::lyrics.comlyrics.comReggaefusion.comReggaefusion.comessentialsofmusic.com/composeressentialsofmusic.com/composer Physical Education Physical Education netfit.co.uknetfit.co.uk SciencesSciencesplanet-science.complanet-science.comphschool.com/science/planetdiary/archivephschool.com/science/planetdiary/archivehttp://whyfiles.org/http://whyfiles.org/Scienceacross.orgScienceacross.orgbbc.co.uk/science/spacebbc.co.uk/science/spacespartechsoftware.com/reeko/spartechsoftware.com/reeko/schoolscience.co.ukschoolscience.co.ukwastewatch.comwastewatch.com

37

3.3. Resources: theory on CLIL (3)

(http://www.)(http://www.)

ub.es/filoan/CLIL.html

ecsu.ctstateu.edu/depts/edu/ecsu.ctstateu.edu/depts/edu/textbooks/bilingual.htmltextbooks/bilingual.html

euroclic.neteuroclic.net

http://lada.fil.ub.es/Angles/Milanohttp://lada.fil.ub.es/Angles/Milano//

bilingualeducation.org/bilingualeducation.org/

Euroclic.net/english/english.htmEuroclic.net/english/english.htm

tieclil.orgtieclil.org

nabe.org/nabe.org/

ncbe.gwu.edu/ncbe.gwu.edu/

38

3.4. The situation in Spain:the case of Catalonia

Task: reading (lange, 2002:**)Task: reading (lange, 2002:**)

39

3.4. The case of Andalucia

Task: individual/group presentationsTask: individual/group presentations

40

Summary

DECISIONSDECISIONS Starting ageStarting age Percentage of teaching hoursPercentage of teaching hours Classroom ratioClassroom ratio Teachers: proficiency levelTeachers: proficiency level Total/partial immersion…Total/partial immersion… Subjects/contents using the L2Subjects/contents using the L2 Materials & methodologyMaterials & methodology Type of evaluation and Type of evaluation and

language of/under evaluationlanguage of/under evaluation

41

5. Conclusions??5. Conclusions??

42

Except for pathological cases and cases of extreme social deprivation, human beings can learn more than one L1 (...) they can add additional ones throughout their entire lifespan (...) they can forget languages and relearn them. From the biological point of view, the language learning abilities of humans are not restricted in any principled way as to (a) the number of languages that can be learned (b) the types of languages and the kinds of linguistic structures that can be acquired (c) any age ranges during which this has to happen and (d) the learning situations, as long as sufficient language input is available (Wode, 1994:326-7).

43

4. References (1)4. References (1)Berk, L. 1991. Berk, L. 1991. Child DevelopmentChild Development. London: Allyn and Bacon.. London: Allyn and Bacon.Cenoz, J. & J. Perales. Cenoz, J. & J. Perales. 2000. “Las variables contextuales y el efecto de la 2000. “Las variables contextuales y el efecto de la instrucción en la adquisición de segundas lenguas”. In C. Muñoz, C. (ed.) instrucción en la adquisición de segundas lenguas”. In C. Muñoz, C. (ed.) Segundas lenguasSegundas lenguas. Barcelona: Ariel. 109-126.. Barcelona: Ariel. 109-126.Deller, S. & C. Price. 2007. Deller, S. & C. Price. 2007. Teaching Other Subjects Through English.Teaching Other Subjects Through English. Oxford: Oxford University Press.Oxford: Oxford University Press.Echevarría, J., M.E. Vogt & D. Short. 2007. Echevarría, J., M.E. Vogt & D. Short. 2007. Making Content Making Content Comprehensible for English Learners. The SIOP Model.Comprehensible for English Learners. The SIOP Model. London: Allyn and London: Allyn and Bacon.Bacon.Gómez Parra, E & Roldán Tapia, A. 2004. ‘Language learning and Gómez Parra, E & Roldán Tapia, A. 2004. ‘Language learning and acquisition. Theories and methods of teaching and learning’. In D. Madrid & acquisition. Theories and methods of teaching and learning’. In D. Madrid & N. McLaren: N. McLaren: TEFL in Primary EducationTEFL in Primary Education. Granada: Universidad de Granada. . Granada: Universidad de Granada. 73-101.73-101.Langé, G. 2002. Langé, G. 2002. TIE-CLIL Professional Development CourseTIE-CLIL Professional Development Course. Direzione . Direzione Regionale della Lombardia. Milan: Italy.Regionale della Lombardia. Milan: Italy.Ovando, C., M.C. Combs & V. Collier. 2006 (4th ed.) Ovando, C., M.C. Combs & V. Collier. 2006 (4th ed.) Bilingual & ESL Bilingual & ESL ClassroomsClassrooms. London: MCGraw Hill.. London: MCGraw Hill.Marinova-Todd,Marinova-Todd, SS.,., D. Marshall, D. Marshall, & & C. Snow C. Snow. 2000.. 2000. ““Three Misconceptions Three Misconceptions about Age and L2 Learningabout Age and L2 Learning””.. TESOLTESOL QuarterlyQuarterly, , 3434//11: : 9-349-34..

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4. References (2)4. References (2)

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