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BILINGUAL EDUCATION PROGRAMMES, . - Coggle Diagram
BILINGUAL EDUCATION PROGRAMMES
MAINTENANCE MODELS
PRIMARY GOAL: TRY AND PERSERVE THE MINORITY LANGUAGE SPOKEN AT HOME DURING THE ACQUISITION PROCESS OF THE MAJORITY LANGUAGE.
NORMALLY BASED ON DELIVERING SUBJECTS IN TWO DIFFERENT LANGUAGES.
INCLUDE THE CULTURAL COMPONENCES
POLY-DIRECTIONAL OR TWO WAYS MODELS
GARCÍA (2009), EDUCATION PROGRAMMES HAVE BEEN CREATED TO BUILD ON LINGUISTIC HETEROGENEITY OF DIFFERENT SOCIAL CONTEXTS
PRESENCE IN SCHOOLS OF STUDENTS WITH DIFFERENT LANGUAGE PROFILE
DEVELOP DIFFERENT LANGUAGE PRACTICES DUE TO THE BILINGUALISM OF THEIR SOCIAL CONTEXT
IMMERSION MODELS
THEY REPRESENT ONE OF THE MOST WIDELY USED AND MOST SUCCESSFUL FORMS OF BILINGUAL EDUCATION (BAKER, 1996. P.208
)
SKUTNABB-KANGAS (2000) DEFINED IMMERSION EDUCATION AS
MAJORITY CHILDREN WITH SAME MOTHER TONGUE, WHERE TEACHER IS BILINGUAL, CHILDREN CAN USE THEIR MOTHER TONGUE AT THE BEGINNING
PROGRAMME WHERE LINGUISTIC MAJORITY CHIDREN WITH A HIGH-STATUS MOTHER TONGUE VOLUNTARY CHOOSE TO BE INSTRUCTED THROUGH THE MEDIUM OF A FOREIGN LANGUAGE
VARIATIONS
DELAYED IMMERSION USED TO START AT ELEMENTARY OR PRIMARY SCHOOL
TOTAL AND PARTIAL IMMERSION, HERE, ACCORDING TO FREEMAN (2004, P. 5) CONSIST IN TEACHING HUNDRED PER CENT OF CURRICULUM THROUGH THE FOREIGN LANGUAGE. THE FOREIGN LANGUGE IS USED BETWEEN A 50 AND 90 PER CENT
CHILDREN TAKING PART IN EARLY IMMERSION PROGRAMMES AT PRE-SCHOOL LEVEL
PRESTIGIOUS OR ELITIST MODELS
STUDENTS LEARN THROUGH TWO PRESTIGIOUS LANGUAGES, SEPARATE DURING THE INSTRUCTION
LANGUAGE LEARNING DOESN'T ENCOMPASS ANY RELATION TO CULTURAL IDENTITY
PRESTIGIOUS BILINGUAL EDUCATION HAS BEEN ASSOCIATED WITH THE IDEA OF LANGUAGE AS CULTURAL OR SYMBOLIC CAPITAL TO BE USED ON MARKET OF SOCIAL INTERACTION (DE MEJÍA, 2002, P.36)
TRANSITIONAL MODELS
SUBTRACTIVE-NATURE BILINGUAL PROGRAMMES MAKE USE OF CHILD'S L1 (FIRST LANGUAGE) THEIR FIRST YEARS WHILE THEY'RE LEARING THEIR L2 (SECOND LANGUAGE)
USUALLY TEMPORARY AND BRING OUT PERMANENT MONOLINGUALISM
ADDRESSED TO MIGRANTS AND THE PRIMARY GOAL IS USE L1 TO FACILITATE THE ACCESS TO L2
SUBMERSION MODELS
BAKER (1996), SUBMERSION CONTAINS THE IDEA OF A STUDENT THROWN INTO THE DEEP END AND EXPECTED TO LEARN TO SWIM AS QUICKLY AS POSSIBLE WITHOUT THE HELP OF FLOATS OR SPECIAL SWIMMING LESSONS
SUBTRACTIVE LANGUAGE LEARNING ENVIROMENTS THAT NEGLECT THE STUDENT'S MINOTIRY L1 AND FOCUS ON THE USE AND THE IMPORTANCE OF MAJORITY ONE
RELATED TO A MODEL, MAJORITY IN L2 ALTHOUGH STUDENTS SPEAKS MINOTIRY LANGUAGES
DEVELOPMENTAL MODELS
STUDENTS TYPICALLY COME FROM THE SAME LINGUISTIC COMMUNITY.
HERITAGE LANGUAGE EDUCATION IS FOR MINORITY LANGUAGE CHILDREN TO BECOME BILINGUAL
BAKER (1996, P.238) PSYCHOLOGICAL BENEFICTS OF THIS FORM OF BILINGUAL EDUCATION COME FROM THE APPRECIATION OF THE CHILDREN'S L1 AT SCHOOL
MAJORITY LANGUAGE IS INCLUDED IN THE CURRICULUM AND IS TAUGH AS A FOREIGN LANGUAGE
.