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Bilingualism and Bilingual Education, Luisa Correa - Ana Galarza - Laura…
Bilingualism and Bilingual Education
Bilingualism
Individual
Siguán and Mackey (2009)
Bilingual Person
Similar competences between languages
Use of languages
Similar effectiveness
Any circumstance
Characteristics
Codes Indepence
Defined codes
Automatic language separation
Alternation
Quick and easy code change
Translation
Similar meanings
Different codes
Types
Coordinate
Speaker
Two juxtaposed monolingual
speakers
Compound
Two referents
Unit meaning
Subordinate
Dominated language
Learnt and used
Dominated language
Social
Bilingual community
Enviroment where two languages are spoken or most of them are bilingual
Historical factors that may intervene
Post Colonial
Independent territories with a linguistically varied population
Immigration
People who speak a different language than that their host
Unification
Unify minor territories to make bigger states
Cosmopolitanism
Places where international contacts take place, for commercial and politcal purpouses
Expansion
Expand territories where a different language is spoken
Monolingual communty
Diglossia
Relationship between two or more varieties of the same language (Ferguson, 1959)
The sharp differences in form and function between (Bright, 1996)
Informal
Formal
As long as two linguistic varieties exist
Registers of the same language
Dialects
Two diferent languages
Adscription diglossia
Certain group use a linguistic system for particular function
High social stratum
Low social level
Considerations
Alternation of two languages
Haugen (1953)
Use of complete and meaningful sentences in other languages
Bloomfield (1933)
Native mastery of two languages
Weinreich (1952)
Two or more languages are used alternately by the same person
Effects
Social conditions
Not favorable
Social isolation
Limited
Competence
Avoid social activities
Use language
Advantages
Additive Bilingualism
Personal gain
Social recognition
Sustractive Bilingualism
L2
Socio-economic need
L1
Separation / Loss
Bilingual education
Types of Bilingual Education
Transitory
L1 to reach the L2
Mono - Literacy
L1 for conversations and teach subjects
Partial
To teach writing and reading in both languages
Complete
L1 and L2 to teach without restriction
Inmersion
Early and Late
Considerations
Following particular circumstances
Students' needs, context, resources, etc.
Two languages as a means of instruction
In FL Settings
Not use as main source of every day communication
Bilingual programs are different from Bilingual Education
In Colombian Context
Montenegro (2012) considers:
The bilingualism seems to be developing Individual Additive Bilingualism rather than Social Bilingualism
Luisa Correa - Ana Galarza - Laura Fontecha - Estefanny Chate
