Bilingualism and bilingual education

Enrique Arias Castaño

Myths and realitiesFrom colonization to internationalization

One language

bilingualism

One bigger than the other

Yours?Myths

1st Myth: Bilingual means English•Multilingual & multicultural country (Colombian Constitution, 1991)• 69 indigenous languages and communities (prestigous and majority language)• Blind and deaf people (Braille and Sign languages): Spanish as a second language education• Spanish as a Foreign Language (ELL)• French as an opportunity

2nd Myth: One view of BilingualismDifficulty to define the term

Productive - Receptive Bilingualism (Bialystock, 2001) 0403 Simultaneous - Early Sequential –

Late Bilingualism (Baker, 2006)

Compound – Coordinate – Subordinate bilingual (Baker, 2001)

To use 2 or more languages in daily life, over regular bases. (grossjean,1982)

0201

USE

AGE

KNOWLEDGE

SOCIETAL

The mental lexicon of bilinguals

Whether there are two or more systems depends on:•Age of acquisition•Learning/teaching method•Similarities and differences between the two languages

8

The mental lexicon of bilinguals

9

Semantic System 1

EnglishSpanish

Semantic System 2

English Spanish

Semantic System 2

Semantic System 1

3rd Myth: knowledge vs. use

proficiency

use

semilingual

balanced

(competence) (functional)

Basic Intercommunicative Skills (BICS)

Cognitive Academic Language Proficiency (CALP)

Communicative language teaching (CLT)

Content-based or Content and Language Integrated

timecompetencetime

The Common Underlying Proficiency Theory (The Iceberg Analogy)

Cognitive domain

Language processesKnowledge

ComprehensionApplication

AnalysisSynthesisEvaluation

PronunciationVocabularyGrammar

Semantic and Functional

meaning

L1 L2

Basic Intercommunicative Skills (BICS)

Cognitive Academic Language Proficiency

(CALP)

Thinking Skills

Low-Ordered Thinking Skills

(LOTS)

High-Ordered Thinking Skills

(HOTS)

BICS in first language

BICS in second language

CALP in first language

Jim Cummins’ Interdependence hypothesis

CALP in second language

Common Common UnderlyinUnderlyin

ggProficiencProficienc

yy

Length of time needed to achieve age-appropriate levels of contexts-reduced language proficiency

Leve

l of

lang

uage

pr

ofici

ency

Monolingual child

Second language learner

Length of time

Development of context-reduced fluency

Length of time needed to achieve age-appropriate levels of contexts-embedded language proficiency

Leve

l of l

angu

age

prof

icien

cy

Monolingual child

Second language learner

Length of time

Development of context embedded/second language fluency

20th century geopolitics & bilingualism

Language groups Language groups territorializedterritorialized

Bilingual education “models”Frameworks vs. models

Subtractive bilingualism (bilingual ed.)

Language difference as a problem

L1 L21Monoglossic ideologies

2Additive bilingualism (bilingual ed.)

Language as privilege for elite, their right

L1 L1+L2+ L2

Monoglossic ideologies

5th Myth: mother tongue forbidden

time knowledgeL1 L2

Is it Code-switching? Is it translation? No, It is translanguaging

4. Myth: Foreign Language or second language

EFL

L2

know

ledg

e

know

ledg

e

L2

SL

21st century geopolitical changes & bilingualism

Non territorialized languages

Bilingual Education foundations Monoglossic ideology Heteroglossic ideology

Subtractive Bilingual education

Additive Bilingual education

Recursive Bilingual

education

Dynamic Bilingual education

Language ideology

monoglossic monoglossic heteroglossic heteroglossic

Linguistic goal monolingualism bilingualism bilingualism bilingualism

Linguistic ecology

Lge shift Lge additionmanteinance

Lge revitalization plurilingualism

Bilingualism orientation

Bi as problem Bi as enrichment Bi as right Bi as resource

Cultural ecology monocultural Mono to biculturalism

Bicultural multiplicity

transcultural

Types of children minority majority Non-dominant All

321st centuryDynamic bilingualism

Language as resourceHeteroglossic ideologies

4th Myth: Bilingual education is for elites

Types of Bilingual Schools• International bilingual school

• National Bilingual school

• National school with intensification

Current bilingual methodologiesBilingual education possibilities

Dual-languagePreview-reviewTranslanguaging02

0103 CLIL-based

Dynamic bilingual educationTranslanguaging

Content-based Instruction

Sheltered Instruction Observation Protocol (SIOP)

The mental lexicon of bilinguals

Dual language

The ProgramAre the content

elements of these concepts covered in the Licenciatura?Are syllabus structured

based on these theoretical

needs?

ProfessorsAre professors aware of these

theoretical needs?

Do professors agree towards these bilingual possibilities?

Language policies

Are there possibilities for agreements?

How can these views be

socialized in different

scenarios?

Questions for the program and subject-

matters

1 2 3

Thank you