Myths and realitiesFrom colonization to internationalization

1. Myth: one view of bilingualismProductive - Receptive Bilingualism (Bialystock, 2001)

Simultaneous - Early Sequential – Late Bilingualism (Baker, 2006)

Compound – Coordinate – Subordinate bilingual (Baker, 2001)

Bilingualism

Definition

Maximalist Minimalist FunctionalThe almost native control of two languages Bloomfield, 1935

To have linguistic abilities even in a minimal way Macnamara, 1969

To use 2 or more languages in daily life, over regular basesGrossjean, 1982

“Bilingualism as a countenance”(Hornberger 1989)

Bilingualism authors definition

Bloomfield (1933, p55-56)

Baker (2006, p6)

Diebold (1964)

Thiery (1978, p146)

Grosjean (1982, p232)

Control - Native

Incipient bilingualism

True bilingual

One language

bilingualism

One bigger than

the other

Definitions based on levels of proficiency(maximal and minimal)-Coordinated – compound

Definitions based on use (functional)-conversational fluency (BICS)-academic language competence (CALP)

Definitions of Bilingualism

2. Myth: knowledge vs. use

proficiency

use

semilingual

balanced

(competence) (functional)

Basic Intercommunicative Skills (BICS)

Cognitive Academic Language Proficiency (CALP)

Communicative language teaching (CLT)

Content-based or Content and Language Integrated

timecompetencetime

Relación de competencia comunicativa y uso de la

lengua

Suficiencia

uso

semilingüe

balanceado

(maximalista and minimalista) (funcional)

Habilidades Interpersonales Comunicativas Básicas (BICS

en inglés)

Suficiencia Lingüística Cognitivamente Académica

(CALP en inglés)

Enseñanza comunicativa (CLT)

Aprendizaje Integrado de Lengua y Contenido (AICLE)

tiempocompetenciatiempo

Jim Cummins’ Interdependence hypothesis

BICS in first language

BICS in second language

CALP in first language

CALP in second language

Common Common UnderlyingUnderlyingProficiencyProficiency

The Common Underlying Proficiency Theory (The Iceberg Analogy)

Length of time needed to achieve age-appropriate levels of contexts-reduced language proficiency

Leve

l of l

angu

age

prof

icie

ncy

Monolingual child

Second language learner

Length of time

Development of context-reduced fluency

Length of time needed to achieve age-appropriate levels of contexts-embedded language proficiency

Leve

l of l

angu

age

prof

icie

ncy

Monolingual child

Second language learner

Length of time

Development of context embedded second language

fluency

Comunication vs. StudyComunicación

simple

Comunicación libre del contexto

Comunicación ligada del contexto

Comunicación compleja

Language of communication

Language of study

Let´s have a brain break

3. Myth: mother tongue forbidden

time

knowledge

L1 L2

Code switching vs. translanguaging

Dual language

Code switching vs. translanguaging

Monoglossic vs. heteroglossic

20th century geopolitics & bilingualism

Language Language groups groups territorializedterritorialized

Subtractive bilingualism

Language difference as a problem

L1 L2

Additive bilingualismMonoglossic ideologies

Language as privilege for elite, their right

L1 L1+L2+ L2

Bilingualism in 20th century• A bicycle with two full separate wheels

• L1 + L2 = L1 + L2

• Balanced bilingualism

4. Myth: Foreign Language or second language

EFL

L2

know

ledg

e

know

ledg

e

L2

SL

21st century geopolitical changes & bilingualism

Non territorialized languages

21st centuryDynamic bilingualism

Language as resource

Enacting dynamic bilingualism

MonolingualEnglish

BilingualEnglish-Spanish

English as a subject

English as a source

Enacting dynamic bilingualism

MonolingualEnglish

BilingualEnglish-Spanish

English as a subject

English as a source

Isolated Subject-matters

Content and Language

Integrated (CLIL)

English

Let´s have a brain break

5. Myth: Bilingual education is for elites

Types of Bilingual Schools• International bilingual school

• National Bilingual school

• National school with intensification

Bilingual Education foundationsMonoglosic ideology Heteroglosic ideology

Subtractive Bilingual education

Additive Bilingual

education

Recursive Bilingual

education

Dynamic Bilingual education

Language ideology

monoglossic monoglossic heteroglossic

heteroglossic

Linguistic goal

monolingualism

bilingualism bilingualism bilingualism

Linguistic ecology

Lge shift Lge additionmanteinance

Lge revitalization

plurilingualism

Bilingualism orientation

Bi as problem Bi as enrichment

Bi as right Bi as resource

Cultural ecology

monocultural Mono to biculturalism

Bicultural multiplicity

transcultural

Types of children

minority majority Non-dominant

All

6. Myth: Bilingual means English• Multilingual & multicultural country

(Colombian Constitution, 1991)• 69 indigenous languages and communities

(prestigous and majority language)• Blind and deaf people (Braille and Sign

languages): Spanish as a second language education

• Spanish as a Foreign Language (ELL)• French as an opportunity

Bilingual Education Types

Subtractive bied

Addtive bied

Recursive bied

Dynamic bied

Language ideology

monoglossic monoglossic heteroglossic heteroglossic

Linguistic goal

monolingualism

bilingualism bilingualism bilingualism

types transitional MaintenancePrestigiousImmersion

Immersiondevelopmental

Polydirectional-two way-dual languageCLIL-CLILtype

Total immersion programTypes of Bilingual programs

% of Lge

100

100 100 100 100 100 100 100 100 50 50 50

grade

pre

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

11th

Bilingual process

Partial immersion program

Types of Bilingual programs 2

% of Lge

75 75 75 75 75 75 50 50 50 50 50 50

grade

pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

11th

Bilingual process