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Bilingual Education Programmes :silhouettes:, IM_54805_Web, 1920988-200,…
Bilingual Education Programmes
:silhouettes:
Common aspects to all programmes: :check:
Students learn a language without being consious.
The focus is not language teaching, if not teaching through language.
Types of Programmes according to Baker (1996, p.123) and García (2009, p.219):pencil2:
Monoglossic
Both languages are leaned apart from each other
Monolingual Programmes
Subtractive
Transitional
Students are taught in their
mother tongue
while they are learning the L2.
The use of the L1 is
temporal
while students acquire the L2
Trujillo & Vez (2011, p.89) give examples of this programme used with
indigenous communities
in America, Canada or Australia.
Submersion
Students speak a
minority
L1 language.
The primary goal is the assimilation of
culture
and
monolingualism
. So, the L2 is a subtitude of the L1.
The teacher is
monolingual
and speaks in the
L2
.
It is different from Immersion due to the fact that the teacher is monolingual, students' L1 is a minority language and the aim is to reach monolingualism.
Bilingual Programmes
Additive
Maintenance
A minority language is maintained in
some subjects
although students learn the majority language.
Preserving the minority language
is the main aim not to reach full bilingualism as the case of developmental programmes. For instance, the case of Catalan in Spain.
L1 cultural values
are taught.
Prestigious
Students are taught through two languages that are paramount for
international business
such as English or chinese.
Cultural issues
are
not
taken into account.
Both languages are learned
separately
.
Immersion
Teachers use students'
L1
and
L2
to communicate.
According to Baker, "Immersion programmes represent one of the most widely used and most successful
forms of bilingual education" (Baker, 1996, p. 208)
Types of Immersion programmes
Early Immersion
At
pre-school
level
Delayed Immersion
At
primary or elementary
school level
Total and Parcial Immersion
According to Freeman (2004,p.5) there are two categories:
2 more items...
Students speak a
majority
L1 language.
Heteroglossic
Global view of languages
Bilingual programmes
Dynamic
Poly-directional
According to García (2009), these programmes are focused on linguistic
heterogeneity.
Students'
multilingualism
context at schools.
Different language practices
according to the profile of the students.
They differ from the rest of programmes because they adapt language teaching to students' needs. In addition,
CLIL
reponds to this kind of multilingual view.
CLIL
Content
and
Language
focused programme.
Language acquisition through curricular
content
.
Development of students'
fluency
rather than accuracy.
According to Coyle (2007), the
4Cs Framework
establishes the methodological background to implement CLIL.
Additive
Developmental
The main aim is that students become
bilinguals
.
Students' L1 is a
minority
language.
The L2 is taught in the curriculum as a
foreign language.
L1 cultural values
are taken into consideration.
According to Baker (1996, p.238), this model has got
psychological benefits
for children like cultural identity and self-steem.
