1st session bilingualism
TRANSCRIPT
Enrique Arias CastañoBILINGUALISM
Ley General de Educación (1994)
“The acquisition of elements of conversation and reading in at least one foreign language” (Article 21, m)
Lineamientos Curriculares: Idiomas Extranjeros (MEN, 1999)
Programa Nacional de Bilingüismo (PNB) (2004-2019)
Estándares Básicos de Competencia en Lenguas Extranjeras: Inglés (2006)
Common European Framework (CEF) to measure proficiency of teachers and learners (2004)
RECENT POLICY AND CURRICULAR REFORMS IN COLOMBIA
WHAT ARE THE ADVANTAGES OF LEARNING A SECOND LANGUAGE?
Learning a second language provides a number of advantages, not only for the individual, but society itself.
COMMUNICATION ADVANTAGESWider communication (extended family, community, international links, employment)Literacy in two languages.
CULTURAL ADVANTAGESBroader cultural understanding and multicultural sensitivity, “two language worlds of experience” (Baker, 2000)Greater tolerance and social harmony
COGNITIVE ADVANTAGESThinking benefits (creativity, sensitivity to communication)Greater problem-solving and analytical skills
PERSONAL ADVANTAGESRaised self-esteemFlexibility and adaptabilityConfidence in social interactionsGreater interpersonal skills
CURRICULUM ADVANTAGESConceptual development in two languagesTransfer of academic skills across two languages.Collaborative and cooperative learning
CONSIGA EL MEJOR PUESTO
Bilingualism
Definition
Maximalist Minimalist Functional
The 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 bases
Grossjean, 1982
“Bilingualism as a countenance”
(Hornberger 1989)
Intensification Bilingual
• Subject (English)
• 10 Hours• Language as an aim
• Foreign language teachers
• “Trained teachers”
• Curriculum is articulated through the 2 languages (content – language)
• Language as a “resource”
• Content is a way to acquire the language
• Bilingual subjects – Specialists
• “no trained teachers”
- Bilingualism as a social phenomenon- Societal bilingualism- Bilingualism as an element of cross cultural
communication or conflict
Bilinguality-Bilingualism as an individual phenomenon-Individual bilingualism-Effects of bilingualism on mental processes
BilingualismBilingualism
Interdisciplinary nature of bilingualism
Languages in contact
Common occurence of bilingualism
Domains of language use
Diglossia
Language shift
SOCIETAL BILINGUALISM
• More than the sum of two monolinguals (Grosjean, 1985)
• Degree of bilingualism• Language as a tool of cognitive
functioning• Influence of feedback mechanisms• Codeswitching in bilingual
development development
INDIVIDUAL BILINGUALISM
Definitions based on levels of proficiency
(maximal and minimal)-balanced bilinguals-semilinguals
Definitions based on use (functional)
-conversational fluency (BICS)-academic language competence (CALP)
DEFINITIONS OF BILINGUALISM
What can we formulate about bilingualism in
Colombia and our institutions?
CONCLUSIONS
Total immersion program
TYPES 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
BILINGUAL HYBRID PROGRAM
% of Lge
50 50 50 50 50 50 Intensfication program (with emphasis)
grade
pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
11th
Bilingual process
EMPOWERMENT PROGRAM
Team teaching strategy
Preview-review methodology
Bilingual contextsActivitiesScenarios
1.The Common Underlying Proficiency Theory
2.Context Embedded and Context Reduced Communication
(Cummins, 1981)
THE COMMON UNDERLYING PROFICIENCY THEORY (THE ICEBERG ANALOGY)
Context embedded communication exists when there is a good degree of contextual support in communications, e.g. body language, gestures, intonation etc.
Context reduced communication there are very few clues to meaning outside language.
CONTEXT EMBEDDED AND CONTEXT REDUCED COMMUNICATION
Length of time needed to achieve age-appropriate levels of contexts-embedded language proficiency
Level of language proficiency
Monolingual child
Second language learner
Length of time
Development of context embedded second language
fluency
Length of time needed to achieve age-appropriate levels of contexts-reduced language proficiency
Level of language proficiency
Monolingual child
Second language learner
Length of time
Development of context-reduced fluency.
Taken from Castillo (2009) based on Cummins (1984)
CALP Cognitive Academic Language Proficiency
Los estudiantes deben siempre tener tareas en este cuadrante.
(Escritura de textos)
Reducida en contexto
No demandante cognitivamente
Cognitivamente Demandante
Apoyada en contexto
BICS Basic Interpersonal Communication Skills Tareas simples, mecánicas, Especialmente útil para estudiantes con dificultades
Los estudiantes bilingües necesitan la mayor cantidad de trabajo acá de manera que se asegure la comprensión mediante procesos concretos y ricos en contexto
Los estudiantes Bilingües deben ser llevados a lo largo de este eje para asegurar la comprensión
Ejercicios repetitivos como planas, dictados, desprovistos de contexto, poco significativos y poco demandantes a nivel cognitivo.
“Bilingual education…a program where two languages are used equally as media of instruction”
(Romaine, 1989:216)
DEFINITION OF BILINGUAL EDUCATION
“The basic idea underlying immersion, a notion borrowed from communicative language learning theory, is that by using the target language as a language of communication in authentic situations, such as subject-matter instruction or any other form of teacher-student or student-student communication outside strictly instructional contexts, students’ acquisition of the target language will be improved”
(Heller,1990:73)
“Content based language teaching is an approach to second language instruction that involves the use of a second language to learn or practise content”
(Met, 1998:35).
Content-driven Language-driven
CONTENT-BASED LANGUAGE TEACHING: A CONTINUUM OF CONTENT AND LANGUAGE
INTEGRATION
Total immersion
Partial immersion
Subject courses
Subject courses/language teaching
Language classes based on thematic units
Language classes/use of content for language practice
`True` bilingual schools have everything (or nearly everything) taught in the foreign language – English
After a short time, children will develop into “balanced bilinguals”; “two monolinguals in one person” (Grosjean, 1985: 467)
Schools that employ native speakers of English as teachers are better than schools that hire bilingual Colombian teachers.
COMMON MYTHS ABOUT COMMON MYTHS ABOUT BILINGUAL SCHOOLSBILINGUAL SCHOOLS
“As a result of globalisation and widespread use of English worldwide, the term ‘bilingüismo’ has acquired a different meaning in the Colombian context. It is used by many . . . to refer almost exclusively to Spanish/English bilingualism. . ”
“The teaching of other modern languages (e.g. French . . .) has also been undermined by the spread of English and by people’s increasing desire to ‘invest’ in English”
(Valencia, 2005:1)
Hiring native speakers as teachers is more expensive and may lead to difficulties in training teachers and equipping classrooms
Native speaker accents may seem too remote from the people learners expect to communicate with
Native speakers may not possess some of the skills required by bilingual speakers, such as those of translation and interpreting
Many countries are revaluing the importance of hiring native speakers of English as teachers due to changing needs and aspirations of learners
NATIVE SPEAKERS
Older learners have the benefit of a well-developed L1
Older learners have the benefit of well-developed literacy skills in their L1 which can facilitate the transfer of L2 literacy skills (Cummins, 2000)
Self selection- student who voluntary choose bilingual education at secondary level are likely to be highly self-motivated and academically capable
Older learners learn more in a given unit of time than younger learners, probably because of their superior academic, cognitive and meta-linguistic ability (Carey, 1984; MacLaughlin, 1982; Fathman, 1975)
ADVANTAGES OF LATE BILINGUAL EDUCATION
PROGRAMMES