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Bilingual Education Programmes - Coggle Diagram
Bilingual Education Programmes
Its aim is to foster different degrees of bilingualism among students.
Despite there are diverse types of programmes, they all have in common that the additional language learning is implicit and incidental.
Transational models
They are subtractive-natured programmes.
Children use their L1 while they are learning L2.
They are usually temporary and bring about permanent monolingualism.
Maintenance models
The primary goal is try and preserve the minority language at home during students learn the majority language spoken.
They are based on providing subjects in two different languages.
Regarding Spain, we can found this model in communities such us Catalonia or the Basque country.
Prestigious or elitist models
Students learn through 2 prestigious languages.
This prestigious languages are kept separate during the learning process
As De Mejía states, prestigious bilingual education has been associated with the idea of language as a cultural or symbolic capital to be used on the market of social interaction.
Immersion models
(Baker, 1996) claims that this programmes represent one of the most model used and also the most successful form of bilingual education.
Types of immersion models
total and partial immersion
Freeman (2004, p. 5) states that the former consists in teaching up to 100% of the curriculum through the medium of a foreign language,
Delayed immersion
It usually starts at primary education levels
Early immersion programmes
Children are taught through a foreign language since their education pre-school level.
Submersion models
The instruction is carried out in a majority L2 but students speak minority language.
It is an example of subtractive bilingualism
Submersion programmes set up subtractive language learning environments that neglect the student’s minority L1 and focus on the use and the importance of the majority language (Skutnabb-Kangas, 2000, p. 582)
Developmental models
Offers minority language children instructions in their L1.
The majority language is included in the curriculum and it is taught as a foreign language.
The aim of Heritage Language Education is for minority language children to become fully bilingual (Skutnabb-Kangas, 2000, p. 601; Baker, 1996, p. 209)
Poly-directional or two-way models
Develop different language practices because of the multilingualism of their social context.
In the USA, for example, in some schools majority and minority language students are educated together in two-way bilingual educational programmes.
In Europe, the European Schools for civil servants where children of different languages become at least trilingual are good examples of poly- directional bilingual educational programmes.