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BILINGUAL EDUCATION PROGRAMMES (LEADS TO MONILINGUALISM (SUBTRACTIVE &…
BILINGUAL EDUCATION PROGRAMMES
LEADS TO MONILINGUALISM
SUBTRACTIVE & MONOGLOSSIC
TRANSITIONAL MODELS
TEMPORARY
MIGRANTS, INDIGENOUS
L1 USE TO FACILITATE ACCESS TO L2
BILINGUALISM AS A PROBLEM
SUBMERSION MODELS
INSTRUCTION IS GIVEN BY USING A MAJORITY L2
NEGLECT THE STUDENTS' MINORITY L1
LANGUAGE SHIFT
MONOCULTURAL
LEADS TO BILINGUALISM
ADDITIVE & MONOGLOSSIC
MAINTENANCE MODELS
TO PRESERVE THE MINORITY LANGUAGE
DURING THE ACQUISITION OF THE MAJORITY LANGUAGE
SUBJECTS IN 2 DIFFERENT LANGUAGES + CULTURAL COMPONENT
BILINGUALISM AS ENRICHMENT BICULTURAL
PRESTIGIOUS OR ELITIST MODELS
LEARNING THROUGH TWO LANGUAGES
SEPARATED DURING INSTRUCTION
LANGUAGE AS A CULTURAL CAPITAL
SOCIAL INTERACTIONS
IMMERSION PROGRAMMES
TYPES
DELAYED IMMERSION
PRIMARY SCHOOL
EARLY IMMERSION
PRE-SCHOOL YEARS
IMMERSION CAN BE
PARTIAL
FOREIGN LANGAUGE IS USED BETEWEEN 50% AND 90%
TOTAL
100% OF THE CURRICULUM IS TAUGHT THROUGH THE FOREIGN LANGUAGE
CHARACTERISTICS
LANGUAGE AS MEANS OF INSTRUCTION
L1 IS NOT REPLACED
MOST SUCCESSFUL & WIDELY USED
DYNAMIC & HETEROGLOSSIC
POLY-DIRECTIONAL OR TWO WAY MODELS
MULTILINGUAL SOCIAL CONTEXTS
LINGUISTIC HETEROGENEITY
PLURILINGUALISM
CLIL
TEACHING AND LEARNING CONTENT THROUGH THE USE OF AN ADDITIONAL LANGUAGE
LANGUAGE ACQUISITION RATHER THAN LANGUAGE LEARNING
LANGUAGE IS DIVIDED INTO
LANGUAGE THROUGH LEARNING
LANGUAGE FOR LEARNING
LANGUAGE OF LEARNING
CONTENT AND LANGUAGE ARE INTEGRATED
CONTENT
COMMUNICATION
COGNITION
CULTURE
BILINGUALISM AS RESOURCE
TRANSCULTURAL
RECURSIVE & HETEROGLOSSIC
DEVELOPMENTAL MODELS
L2 IS TAUGHT AS A FOREIGN LANGUAGE
POSITIVE IMPACT ON CHILDREN'S IDENTITY
INSTRUCTION IN L1
LANGUAGE REVITALIZATION
BILINGUALISM AS RIGHT
BICULTURAL MULTIPLICITY