This document discusses several myths about bilingualism and bilingual education. It addresses the myths that: 1) bilingualism is a single construct that can be defined in one way, when in reality there are many types of bilingualism defined based on levels of proficiency and use. 2) Knowledge and use of languages are separate, when Jim Cummins' theory proposes an interdependence between contexts-embedded and contexts-reduced language skills. 3) Students' home languages should be forbidden in school, when code-switching and translanguaging are effective practices. 4) Foreign language learning is different than becoming bilingual, when the goals are becoming proficient in two languages. 5) Bilingual education is only for elite
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
English Learners in 21st-Century Classrooms and Language Acquisition TheoriesMika Ella Perez
This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
Bilingualism || Introduction to BilingualismAjEmpire
Introduction to bilingualism. This is for educational purposes. In this everything related to bilingualism such as overview, introduction, etymology, Bilingual and its types, Bilingualism and its types, advantages and disadvantages have been discussed. This would be helpful in better understanding bilingualism.
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.
Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. 1. Myth: one view of bilingualism
Productive - Receptive Bilingualism
(Bialystock, 2001)
Simultaneous - Early Sequential – Late
Bilingualism (Baker, 2006)
Compound – Coordinate – Subordinate
bilingual (Baker, 2001)
5. Bilingualism
Definition
Maximalist Minimalist Functional
The almost native
control of two
languages
Bloomfiel
d, 1935
To have
linguistic abilities
even in a
minimal way
Macnamara,
1969
To use 2 or more
languages in daily
life, over regular
bases
Grossjean, 1982
“Bilingualism as a countenance”
(Hornberger 1989)
8. Definitions based on levels of proficiency
(maximal and minimal)
-Coordinated – compound
Definitions based on use (functional)
-conversational fluency (BICS)
-academic language competence (CALP)
Definitions of
Bilingualism
9. 2. 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
time
competence
time
10. Relación de competencia
comunicativa y uso de la
lengua
Suficiencia uso
semilingüe
balanceado
(maximalista and minimalista) (funcional)
Habilidades Interpersonales
Comunicativas Básicas (BICS en
inglés)
Suficiencia Lingüística
Cognitivamente Académica
(CALP en inglés)
Enseñanza comunicativa (CLT)
Aprendizaje Integrado de Lengua y Contenido (AICLE)
tiempo
competencia
tiempo
11. Jim Cummins’ Interdependence hypothesis
BICS in first language BICS in second language
CALP in first language CALP in second language
CommonCommon
UnderlyingUnderlying
ProficiencyProficiency
13. Length of time needed to achieve age-appropriate
levels of contexts-reduced language proficiency
Leveloflanguage
proficiency
Monolingual
child
Second
language learner
Length of time
Development of context-reduced
fluency
14. Length of time needed to achieve age-appropriate
levels of contexts-embedded language proficiency
Leveloflanguage
proficiency
Monolingual
child
Second
language learner
Length of time
Development of context embedded
second language fluency
34. Types of Bilingual Schools
• International bilingual school
• National Bilingual school
• National school with intensification
35.
36. Bilingual Education foundations
Monoglosic ideology Heteroglosic 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 addition
manteinance
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
37. 6. 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
38. Bilingual Education Types
Subtractive
bied
Addtive bied Recursive
bied
Dynamic
bied
Language
ideology
monoglossic monoglossic heteroglossic heteroglossic
Linguistic
goal
monolingualism bilingualism bilingualism bilingualism
types transitional Maintenance
Prestigious
Immersion
Immersion
developmenta
l
Polydirectiona
l-two way-
dual language
CLIL-CLILtype
39. Total immersion program
Types of Bilingual programs
% of
Lge
10
0
100 100 100 100 100 100 100 100 50 50 50
grade pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
Bilingual process
40. Partial immersion program
Types of Bilingual programs 2
% of
Lge
75 75 75 75 75 75 50 50 50 50 50 50
grade pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
Bilingual process
Editor's Notes
Compound bilingual:
Has one semantic system but two linguistic codes. Usually refers to someone whose two languages are learnt at the same time, often in the same context.
Coordinate bilingual:
Has two semantic systems and two linguistic codes. Usually refers to someone whose two languages are learnt in distinctively separate contexts
Subordinate bilingual:
The weaker language is interpreted through the stronger language
Fluid communication norm of bilingual communities
Dynamic process: bilingual performance drawing on their entire linguistic repertoire
Fluid communication norm of bilingual communities
Dynamic process: bilingual performance drawing on their entire linguistic repertoire
