This document discusses myths about bilingualism and bilingual education. It addresses five common myths: 1) It is better to have native teachers; 2) Students could be confused; 3) One needs to know everything about the second language; 4) It is more difficult for adults than children; 5) More English is always better for programs. The document explores definitions of bilingualism and bilingual education models. It discusses the geopolitics of bilingualism in the 20th and 21st centuries. It also addresses the myths that bilingual means English, that foreign language learning is different than a second language, and that bilingual education is only for elites.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
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This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
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http://sandymillin.wordpress.com/iateflwebinar2024
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4. Yours
?
Myths
• It’s better to have native
teachers
• Students could be
confused
• Know everything about L2
• It’s more difficult for adults,
easier for children
• More English, the better for
programs
6. 1st Myth: Bilingualism is not present
Language(s)
are part of the
social reality
New bilingual
realities
7. 2nd
Myth: One view of Bilingualism
Difficulty to define the term
Productive - Receptive Bilingualism
(Bialystock, 2001)04
03 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)
02
01
USE
AGE
KNOWLEDGE
SOCIETAL
8. 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)
9. 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
10. The mental lexicon of bilinguals
Whether there are two or more
systems depends on:
–Age of acquisition
–Similarities and differences
between the two languages
–Learning/teaching method
10
11. The mental lexicon of bilinguals
11
Semantic
System 1
English Spanish
Semantic
System 2
English Spanish
Semantic
System 2
Semantic
System 1
Learning/teaching method
12. 3rd 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
24. Types of Bilingual Schools
• International bilingual school
• National Bilingual school
• National school with intensification
25. 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
26. 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
developmental
Polydirectional-
two way-dual
language
CLIL-CLILtype
27. Total immersion program
Types of Bilingual programs
% of
Lge
100 100 100 100 100 100 100 100 100 50 50 50
grade pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
Bilingual process
28. 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
31. 4. Myth: Foreign Language or second
language
Aprendices de lengua
(L2Ls)
EFL-L2Ls
L2
knowledge
BIEM
• capaces de hacer uso de
las dos lenguas como
recursos.
• No Lengua como deficit.
• Potencializa la visión de
los estudiantes y de sus
perfiles.
Bilingües Emergentes (BIEM)
32. Bilingüismo
Foreign
vs.
Second
• Language separation by levels to keep
input comprehensible.
• L1 – “Spanish” is considered a
deficiency (linguistic-cognitive). (Wei,
2014).
• El término “Extranjera”: ideología que
perciben “otras” lenguas como
“alien”-externo
• Keep distance between languages.
• WN-Welsh Not. (a piece of
wood inscribed was hung
around the neck).
• Use of Giyuki in Kenyan
school had 3 or 4 strokes.
Metal plate using home
languages – I AM STUPID – I
AM DONKEY
• Two “solitudes”. Cummins,
2008
• La separación de las
lenguas disminuye las
oportunidades de usar los
recursos adquiridos por
cada código o como una
estrategia indexical
38. Colombia bilingüe
Bachilleres – B1
Profesionales – B2
Licenciados en lenguas – C1
Políticas lingüísticas – Plan
Nacional de Desarrollo
Competitivida
d
“Ciudadanos del
mundo”
Editor's Notes
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
