- Charlemagne To have another language is to possess a second soul.
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Transcript of - Charlemagne To have another language is to possess a second soul.
- Charlemagne
To have another language is to possess
a second soul.
“BILINGUAL” What does that
mean?
Are you bilingual?
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Morgen!
Bonjour!
BILINGUALISM IS…“The ability to understand and use two (or more) languages in certain contexts and for certain purposes.”
- Carder (2007)
Now are you bilingual? How hard is it to “become bilingual”?
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SORRY!1. You’re in an important meeting. You’ve just drunk your
colleague’s coffee by mistake.
2. You didn’t hear what someone just said.
3. Your boss, who you get on with quite well has just asked you to stay till 9pm tonight.
4. You’re in a meeting and someone has just started to say something you completely disagree with.
5. You’re at the airport and you want to get past some people with your heavy bags.
6. You’ve just said something you didn’t mean to – nothing serious.
7. You’ve finally understood what someone has been trying to explain to you for ages.
8. You’ve forgotten – yet again – to give your partner an important message.
THE BIGGEST BILINGUALISM MYTH
Children are little sponges…. They just soak up languages!
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“JUST” LEARN THE LANGUAGE…
Language
Writing
Reading
Speaking
Listening
VocabVocab
Alphabet
Grammar
Spelling
Idioms
Style
Formality
Word order
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SO, WHY BOTHER?
Advantages for children
Long-term advantages
LINGUISTIC BENEFITS
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Communication Skills Linguistic sensitivity
Metalinguistic development
Phonetic Sensitivity Transfer to
additional L2 Accommodation
COGNITIVE BENEFITS
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Abstract thought Language as label
Rule discovery Creative thought
Meaning over form
I’m thinking…
SOCIAL BENEFITS
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Attitudes Language and
culture Behaviour
Increased social contact
Improved communicational efficiency
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11The Business Case for Bilingualism
Bilingualism offers
“huge advantages”
How being bilingual can boost your career
How the brain benefits from being bilingual
Being Bilingual “boosts brain power”
Why it pays to be bilingual
Bilingualism strengthens cognitive development
The Bilingual Businessman…
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BILINGUALISM OPENS DOORS Post-secondary
study Job opportunities Better pay
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THE “BILINGUAL ADVANTAGE” Concentration Multi-tasking Decision-making Focus Planning “Executive” skills Long-term brain
health
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MOVING FROM “WHY” TO “HOW”?
What is Bilingual Education (BE)?
Is there a “right” and “wrong” way to do it?
How can we best help our pupils progress?
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WHAT IS “BILINGUAL EDUCATION”?
“Immersion” Dual language Two-way language Content-based
instruction (CBI) CLIL How are CBI and
CLIL different?
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CRITICAL ELEMENTS OF BE (ABELLO CONTESSE &
EHLERS, 2010)
i. Use of two languages (L1 and L2) as a media of instruction in content areas of curriculum
ii. The progressive development of both languages within the school setting (additive bilingualism)
iii. The implementation of some kind of CBI
iv. Students’ overall academic achievement and cognitive development is considered in both languages
FACTORS INFLUENCING SUCCESS
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Language status Maintenance of
status in-home and at school
“Language in education” policy Additive bilingualism Subtractive
bilingualism Literacy
L1 L2
HOW LONG WILL IT TAKE TO “BE BILINGUAL”?
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Conversational versus academic proficiency
BICS (Basic Interpersonal Communicative Skills)
CALP (Cognitive Academic Language Proficiency)
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LANGUAGE DISTRIBUTION IN THE CLASSROOM
Strict rules? Time, place, subject,
person Planned integration Go with the flow…
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SO, HOW MUCH IS “ENOUGH”?
How much language input is necessary?
20%? 30-35%? How much are they
getting at school?
N Explain your
morning routine, without using the letter “n”
How did that feel?
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AND NOW FOR SOMETHING COMPLETELY DIFFERENT…
TRAWSIEITHU
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TRANSLANGUAGING
(Lewis, Jones, Baker, 2013)
Integration of languages across learning contexts
Builds knowledge in stronger, transfers to weaker
Promotes cognitive development
Promotes deeper learning
Promotes learning of L2
“the planned and systematic use of
two languages inside the same
lesson by specifying and
varying languages of input and
output”
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ISN’T IT JUST… Laziness?
No, it’s the way a brain with two or more languages functions best
Code-switching? “pitloze” vs.
“lekker”
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WHAT DOES IT LOOK LIKE IN THE CLASSROOM?
Preview-View-Review Preview in English
with vocabulary support
View in Dutch Review in English
(discussing, summarising etc.)
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TEACHING LANGUAGE; TEACHING CULTURE?
Sociolinguistics norms
Verbal patterns Pragmatics
How is English different than Dutch?
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WHAT ARE THE LIMITATIONS OF BE?
Type of input Formal vs. informal Instructional fluency
Type of fluency Academic Conversational
Level of fluency Where to go from
here?
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WHAT WE DON’T KNOW FOR CERTAIN
What is the “best” pattern of language distribution?
Exactly how much time is needed?
“Time on task”: quality over quantity effect
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WHAT WE DO KNOW “Inductive” vs.
“deductive” language learning
Focus on Forms Corrective feedback
“fossilisation” “Native-like”
proficiency
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DUAL LITERACY: BEST PRACTICE
L1 first Easier, more natural,
improves cognitive functioning and confidence
L2 second Transfer of skills When are they
“ready”
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THE CRITICAL ROLE OF PARENTS
What do parents need to know about bilingualism?
What can they do to support language development at home?
Additional input strategies
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TOP TIPS FOR TEACHER AND PARENTS
Consider cognitive development when planning activities
Integrate language learning across subjects
Plan carefully for literacy (age/timing)
Use languages dynamically to promote deeper learning
Pay attention to amount of input
Pay attention to type of input
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