Javad Ghasemi gave a lecture on bilingualism and multilingualism. He discussed how historically nations were viewed as monolingual and the emergence of the idea that a normal nation only speaks one language. He explained that bilingualism and multilingualism can refer to an individual's proficiency in languages or the number of languages involved in a society. Ghasemi also described different types of bilingual education programs that have been established to serve certain social groups, not entire societies. He discussed the concepts of additive and subtractive bilingualism introduced by Jim Cummins, noting that bilingualism is viewed as enriching for privileged groups but potentially risky for less privileged groups.
Language education reflects largely unstated government policies, mainstream cultural values, and minority group aspirations. Their diverse aims result in monolingualism or various types of bilingual education, weak or strong forms in terms of bilingual outcomes among students. This presentation shows how 10 cases of school systems in Japan and the world can be analyzed into types of bilingual education.
Language education reflects largely unstated government policies, mainstream cultural values, and minority group aspirations. Their diverse aims result in monolingualism or various types of bilingual education, weak or strong forms in terms of bilingual outcomes among students. This presentation shows how 10 cases of school systems in Japan and the world can be analyzed into types of bilingual education.
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
Presented on the 3nd meeting of the multilateral school partnership Our TRESAURES in Zagreb (May, 2011)
THE TREASURES WITHIN US – TALENTS, ABILITIES, CREATIVITY, IMAGINATION – We are all talented for something but our abilities, creativity and imagination need to be discovered and developed from the childhood through our school years and education. On that path we need understanding and support from our teachers who will help us become happy and successful human beings. Regardless of whether we are talking about our general intercultural ability, specific academic talents, creative or productive thinking, leadership ability, visual and performing arts or psychomotor ability, it is of great importance that teachers and educators find ways to bring creativity to the class every day allowing us, students, to be creative and imaginative and to be able to show all our talents in their full glory. In other words, we think that once brought into the class, creativity would eventually trigger all our hidden abilities turning us all into creative learners.
This lecture introduces 1st year students to the Educational system in the USA. The topics are: Organization of the Education system, budget, decentralization, private vs public education, the education crisis...
Our ability to continuously learn and adapt will determine the extent to which we thrive in today’s organizations, in our personal lives, and in these disruptive times. This session will provide tips for learning at the pace of change in the university or the workplace using lynda.com. You will walk away with 9 learning strategies that you can put into practice right away!
Learn more: http://www.lynda.com/Business-Skills-training-tutorials/484-0.html
Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism.
2. Historical perspective:
nation estate and monolingualism
The emergence of historical idea is that a ‘normal’
nation is monolingual.
European or classical concept of nation: the
inseparability of the people’s language and state.
All classical nation estate in their histories experienced
processes of aggressive assimilation of linguistic
minorities.
Monolingualism
Bilingualism
3. the different ways ‘multilingualism’ is used
are linked to three sources of variability
the individual versus social dimension
the number of languages involved
and the level of proficiency in the different languages.
multilingualism implies ‘multiple’ languages;
‘bilingualism’ is used when referring to ‘two languages’
4. Types of bilingual education:
The term ‘bilingualism’ is used when referring
specifically to models or types of education.
Bilingual education schemes have been established to
served the needs or demands of certain groups of
socialites not for societies as a whole.
5. additive versus subtractive bilingualism
privileged groups : there is no doubt about the
usefulness of bilingual education
less privileged groups: such doubts are justified.
Jim Cummins, has brought this difference to
attention; he introduced the notions of additive versus
subtractive bilingualism for its description and
pointed to the power relation in its background: In a
situation of well-being, bilingualism is presented as a
means of enrichment for an individual, whereas in
underprivileged situations the individual seems to run
a risk by being bilingual
