Please enable JavaScript.
Coggle requires JavaScript to display documents.
Bilingual Education Programmes !Captura, This method refers to situations…
Bilingual Education Programmes !
Bilingualism and multilingualism
-
Types
Prestigious or elitist models (MG, A)
Immersion models (MG, A)
Partial Immersion models: a percentage of the hours are taught in L2. This percentage changes as students advance in their educational stage.
Delayed Immersion models: students start learning a L2 at some point of their education but not from the beginning.
-
-
Maintenance models (MG, A)
Transitional models (MG, S)
-
-
Poly-directional or two-way models (HG, TL, D)
CLIL (HG, TL, D)
Communication
Being able to communicate adapting to the different situations that life offers us. The interaction is key in the process. Aspects related to language are learnt when content is acquiered. Content and language are learnt simultaneosly.
-
-
Cognition
Based on Bloom's Taxonomy, students create connections in their brain by being able to follow strategies and a process from the most basic, such as knowledge, to the most complex, such as self-assessment. Students have to be challenged.
Content
Acquiring knowledege and skills in L2 but more important is create relations between different subjects topics in real life.
Culture
-
Language Policies in Education
-
-
-
This method refers to situations in which the contents are taught in an L2. This L2 is the one who guides you through the curriculum. INTEGRATION.
-
-
Being proficiency in two languages being these two taught separately. They consider languages two different entities.
The coexistence of different aspects within the same language related with gender, class etc.
-
Short use of L1. L2 takes the control early, it is expected students talk in English by 3rd grade.
-
Both, community and prestigious language at the same time.
In the classroom, the use of more than one language is not penalized.
Languages are interconnected. Students use them in order to communicate. Bilinguals adapt to the language based on their communication needs.
They have a gradual change. Students make use of L1 during their first years of their academic life while it is expected to use L2 by 3rd grade.
-
Languages still taught separately. This model is related with the idea of language as something highly regarded in society.
-
A student whose language is a minority begins in an environment in which the language is majority. They start an education in which they need to learn that majority language for themselves. For example, when Arabs come to Spain.
This models appear when there is language loss in a minority language but there is no risk in disapearing.
These programmes do not see bilingualism as a problem. They still consider languages separately. It is usual to have one teacher for each language. The interaction between Language and culture are consider possitive for the child
One or both languages feel that they are in danger. This does not help the interaction between languages and therefore does not help bilingualism in its eagerness to create people with this capacity.
In this model we find students whose L1 is not the same for all. There can be students whose L1 is English and other whose mother tonge is Spanish for example. But, these two languages are both in the curriculum. Therefore, what for some is L1 for others will be L2 and the other way around.
Basic language, everyday language.
-
Cummins, 2005
-