This document discusses bilingual and multilingual education. It defines bilingual education as using the mother tongue for instruction throughout school while also teaching a second language as a subject. The purposes of bilingual education are to help learners learn about their own and other cultures, and to promote assimilation. The document outlines different frameworks for bilingual education, including language-based frames that examine language balance and additive/subtractive programs. It also discusses content-based frames like submersion, transitional bilingual, maintenance bilingual, immersion, community language teaching, and heritage language programs. Context-based frames examine macro contexts and micro contexts like elite and folk bilingualism. The document emphasizes integrating these frameworks and features of successful programs.

1. Pamela YeniPurwastri(19716251067)
Novi Dyah Arisanti (20716251028)
BILINGUAL AND
MULTILINGUAL EDUCATION

2. Mind Concept
BILINGUAL AND MULTILINGUAL EDUCATION
DEFINITIONS AND PURPOSES LANGUAGE-BASED FRAMES CONTENT BASED FRAMES CONTEXT BASED FRAMES
DEFINITION
INTEGRATING THE
FRAMEWORKS
PURPOSE USE OUTCOMES CULTURE CURRICULUM MACRO LEVELS MICRO LEVELS
STRONG
FORM
WEAK
FORM
SUB-
TRACTIVE
ADDITIVE Ideological Pragmatic Elite Routes Folk Routes

3. DEFINITION AND PURPOSES
of Bilingual and Multilingual
Education

4. DEFINITION
Bilingual education is understood as mother
tongue instruction (L1 medium) throughout
school, plus a second language taught as a
subject to a high level of proficiency.
- Alidou et al., 2006
-

5. PURPOSES
• to help learners develop knowledge about a
particular cultural group in addition to their own
• to promote assimilation and acculturation of
linguistically diverse learners into a mainstream or
dominant culture

6. FRAMEWORKS EDUCATION
in Bilingual and Multilingual
Education

7. LANGUAGE-BASED FRAMES
Strong - Weak Dichotomy  the balance in
classroom usage between the two
languages involved
1.
Subtractive and Additive Programmes  the
changes in pupils’ abilities to use their first
and additional languages after completing a
bilingual or multilingual programme of study
2.

8. CONTENT-
BASED
FRAMES
01
02
03
04
Submersion Education
Transitional Bilingual Education
Maintenance Bilingual Education
Immersion
05
06
Community Language Teaching
Heritage Language Programmes

9. Submersion
Pupils are placed in
classes with students
who are
native/proficient
speakers of the
dominant language, and
their academic progress
is evaluated using
measures designed to
assess the performance
of native speakers and
for comparison with the
norms established for
them

10. Transitional
Bilingual
Education
using the first language
as a temporary medium
for
gaining proficiency in
the (dominant) second
Language.

11. Maintenance
Bilingual
Education
aiming to complement
and
strengthen, rather than
replace, the (minority)
first
language

12. Immersion
programmes designed to
teach content in the
target
language, but in a way
that does not
(intentionally) harm
the learner’s L1.

13. Community
Language
Teaching
An approach to heritage
language education
adopted in the UK,
Australia, the Netherlands
and other countries in
which the home languages
of ethnic minorities are
taught and used as
languages of instruction in
schools and community
centres

14. Heritage
Language
Programmes
promoting oral fluency
to foster
intergenerational
communication
(between children and
grandparents and other
elders), to developing
academic literacies as a
motor for advanced
biliteracy and university
study

15. 01 Macro-level contexts
02
Micro-level context
Elite
Folk-bilingualism
Context based
Frames

16. We can think of bilingual and multilingual programmes as being
organized along one or more of three primary orientations:
Integrating the Frameworks
01 02 03
Language as
Problem
Language as
Right
Language as
Resource

17. SomeKey Features of
Successful Programmes:
41
2
3
5
Programmes that teach children in a
language or languages they
comprehend have a greater chance
of success, particularly as a regards
subject matter learning.
The succeed of teacher
preparation, ability to teach
content in both language and
sensitivity to local language
ideologies.
The succeed of school autonomy.
The agreement among all parts of
school about providing support for
advanced bilingualism, especially
the respect to minority language.
Programmes should challenge
students to work at high academic
levels, because low expectations
don’t foster academic success in
any languae.

18. ROLES FOR APPLIED LINGUISTS
1 In Schools
2Outside School
To be truly applied, research and practice in bilingual and multilingual
schooling must include ‘thoughtful’ consideration of how to address
educators and members of the public viewing education and language
from different (conflicting) perspectives.

19. ROLESFORAPPLIED LINGUISTS
The obviousforclassroomteachers,programmesmayrequire:
• Bilingual assistants for
monolingual teachers
• Writers and designers able to
produce curriculums, forms of
assessment, and print and digital
materials in non-dominant
languages
• School administators able to
communicate the special needs of
bilingual learners to those
education and public authorities,
which regard monolingualism and
monolingual schooling as ‘normal’
and bilingual or multilingual

20. Thank You