bilingualism and bilingual education 2017
TRANSCRIPT
Bilingualism and bilingual education
Enrique Arias Castaño
Myths and realitiesFrom colonization to internationalization
One language
bilingualism
One bigger than the other
Yours?Myths
1st 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
2nd Myth: One view of BilingualismDifficulty to define the term
Productive - Receptive Bilingualism (Bialystock, 2001) 0403 Simultaneous - Early Sequential –
Late Bilingualism (Baker, 2006)
Compound – Coordinate – Subordinate bilingual (Baker, 2001)
To use 2 or more languages in daily life, over regular bases. (grossjean,1982)
0201
USE
AGE
KNOWLEDGE
SOCIETAL
The mental lexicon of bilinguals
Whether there are two or more systems depends on:•Age of acquisition•Learning/teaching method•Similarities and differences between the two languages
8
The mental lexicon of bilinguals
9
Semantic System 1
EnglishSpanish
Semantic System 2
English Spanish
Semantic System 2
Semantic System 1
3rd 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
The Common Underlying Proficiency Theory (The Iceberg Analogy)
Cognitive domain
Language processesKnowledge
ComprehensionApplication
AnalysisSynthesisEvaluation
PronunciationVocabularyGrammar
Semantic and Functional
meaning
L1 L2
Basic Intercommunicative Skills (BICS)
Cognitive Academic Language Proficiency
(CALP)
Thinking Skills
Low-Ordered Thinking Skills
(LOTS)
High-Ordered Thinking Skills
(HOTS)
BICS in first language
BICS in second language
CALP in first language
Jim Cummins’ Interdependence hypothesis
CALP in second language
Common Common UnderlyinUnderlyin
ggProficiencProficienc
yy
Length of time needed to achieve age-appropriate levels of contexts-reduced language proficiency
Leve
l of
lang
uage
pr
ofici
ency
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
icien
cy
Monolingual child
Second language learner
Length of time
Development of context embedded/second language fluency
20th century geopolitics & bilingualism
Language groups Language groups territorializedterritorialized
Bilingual education “models”Frameworks vs. models
Subtractive bilingualism (bilingual ed.)
Language difference as a problem
L1 L21Monoglossic ideologies
2Additive bilingualism (bilingual ed.)
Language as privilege for elite, their right
L1 L1+L2+ L2
Monoglossic ideologies
5th Myth: mother tongue forbidden
time knowledgeL1 L2
Is it Code-switching? Is it translation? No, It is translanguaging
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
Bilingual Education foundations Monoglossic ideology Heteroglossic 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
321st centuryDynamic bilingualism
Language as resourceHeteroglossic ideologies
4th Myth: Bilingual education is for elites
Types of Bilingual Schools• International bilingual school
• National Bilingual school
• National school with intensification
Current bilingual methodologiesBilingual education possibilities
Dual-languagePreview-reviewTranslanguaging02
0103 CLIL-based
Dynamic bilingual educationTranslanguaging
Content-based Instruction
Sheltered Instruction Observation Protocol (SIOP)
The mental lexicon of bilinguals
Dual language
The ProgramAre the content
elements of these concepts covered in the Licenciatura?Are syllabus structured
based on these theoretical
needs?
ProfessorsAre professors aware of these
theoretical needs?
Do professors agree towards these bilingual possibilities?
Language policies
Are there possibilities for agreements?
How can these views be
socialized in different
scenarios?
Questions for the program and subject-
matters
1 2 3
Thank you