Dual Language Bilingual Education

Bilingual Education

Dual Language Bilingual Education

Julieth alarcon, stephania gaitan and victor heredia

warm up

agenda

detailed explanation

intermediate activity

example in colombia

video

knowledge activity

References

warm up

01

10 volunteers choose a paper and try to describe what language and the word they think it is

explanation

Two-way dual language

Dual Language bilingual education

Bilingual immersion

Two-way immersion

Dual language

Polydirectional

Two-way immersion programs “integrate language minority students and language majority students in the same classroom with the goal of academic excellence and bilingual proficiency for both student groups” (Christian, 1997).

explanation

How did two-way immersion programs arrived in US

The growth of such programs has been considerable with the oldest dating back to 1963 in Dade County, Florida, and developed by a US Cuban community (Baker & Jones, 1998).

Since both languages are used for instruction and learning, the aim is to produce relatively balanced bilinguals (Lindholm, 1991; Lindholm-Leary, 2001; Morison, 1990).

explanation

Features

- A non-English language 50% of instruction. - One language at a time. Adjusted to student’s language level. Challenging. - Both English and non-English speakers in balanced numbers.

Reality: Imbalanced. Larger numbers of language minority students being more common.

explanation

Imbalance risks

- Biliteracy. - One language used to the exclusion of the other. - One language group may become sidelined.

Preferable

- Slightly more language minority children. Higher number of language minority children. Prestige?

explanation

How to make attractive a dual language school?

- Good reputation - Perceived effectiveness - Curriculum success

Other ways

- Evidence from the USA suggests that language minority parents may be supportive of such a program (e.g. Hornberger, 1991). - The focus the school manages, for example, if a dual language school is focused on Environmental Arts and Sciences, these parents may find an interest to have their children in there.

explanation

How is it created a dual language bilingual school?

- Often starts with kindergarten. - A new dual language class is created each year. - Elementary dual language bilingual school. - Secondary dual language bilingual school.

But there can also be dual language classes in a mainstream school, for example, there may be one dual language classroom in each grade.

explanation

Dolson and Meyer (1992) list the major goals in dual language programs:

(1) students develop high levels of proficiency in their L1 (2) students achieve high levels of proficiency in their L2 (3) students demonstrate positive cross-cultural attitudes and behaviors (4) students show evidence of high levels of personal and social competence (5) schools have programs of academic excellence for language majority and language minority students (6) communities and society at large should benefit from having citizens who are bilingual and biliterate

Genesee and Gándara (1999) suggest that such schools enhance inter-group communicative competence and cultural awareness.

‘Contact between members of different groups leads to increased liking and respect for members of the outgroup, including presumably reductions in stereotyping, prejudice, and discrimination’ (Genesee & Gándara, 1999, p. 667).

explanation

Special aims of dual language bilingual schools:

Produce bilingual, biliterate and multicultural children.

Practices implemented (Christian et al., 1997; Lindholm-Leary, 2001):

(1) The two languages of the school have equal status. Both languages will be used as a medium of instruction. (2) Classroom and corridor displays, notice boards, curriculum resources, cultural events, dinner-time and extra-curricular activity using both languages in a relatively balanced way. Announcements across the school address system will be bilingual. Letters to parents will also be in two languages. 3) In some dual language bilingual schools, the two languages are taught as languages. In other two way bilingual schools, use of both languages as media of instruction is regarded as sufficient to ensure bilingual development. 4) Staff in the dual language classrooms are often bilingual. Some teachers use both languages on different occasions with their students. 5) The length of the dual language bilingual program needs to be for a minimum of four years extending through the grades as far as possible.

explanation

When to teach through each language:

- One frequent preference is for each language to be used on alternate days. Spanish may be used to teach Mathematics on Monday and Wednesday and Friday; English to teach Mathematics on Tuesday and Thursday. During the next week, the languages are reversed, with Mathematics taught in Spanish on Tuesday and Thursday. - Whatever the division of time, instruction in a dual language bilingual school will keep boundaries between the languages. - However, the two languages will, in reality, sometimes be switched or mixed in the classroom (e.g. in private conversations, in further explanations by a teacher, and internal use of the dominant language). - One danger in language separation is when the allocation of languages is by content. For example, the majority languages is used for science and technology and the minority language is used for social studies.

explanation

Does this model account for bilingualism?

Bilingual education is instruction in two languages and the use of those two languages as mediums of instruction for any part, or all, of the school curriculum (Andersson, Boyer, & Southwest Educational Development Laboratory, 1970).

example in colombia

English- Spanish.

Bilingual School (English - Spanish) of calendar B, located in a rural area north of Bogotá, where curiosity plays an important role to students through an innovative educational proposal with STEM teaching methods. They give importance to children, young people and their families to be protagonists of their training process. In this way, implementing the entire curriculum in both languages.

having preschool, primary and high school students

INSERT YOUR VIDEO HERE

vídeo testimonials from students

nearpod

let's do it

references

The Latino Family Literacy Project (2028)Five Essential Components for Successful Dual Language Programs. https://www.latinoliteracy.com/five-essential-components-for-successful-dual-language-programs/

TBAETENS BEARDSMORE, H. (ed.) 1993, European Models of Bilingual Education. Clevedon: Multi-lingual Matters.

Kristin Percy Calaff, Ph.D,Ema S,Teresa M.(n.d)Dual Language Education: What Families Should know Whashigton office of superintendent ofpublic instruction. https://ospi.k12.wa.us/student-success/access-opportunity-education/migrant-and-multilingual-education/multilingual-education-program/dual-language-education-and-resources/dual-language-education-what-families-should-know#:~:text=Dual%20language%20education%20is%20a,and%20extend%20through%20high%20school.

https://richmondschool.edu.co/?gclid=CjwKCAjwjaWoBhAmEiwAXz8DBZFur50-4sJrUM6vE4sZMeGIVhL6IefqLq0mFPulExxyq6WBqCK28RoCpFQQAvD_BwE

references

Baker, C. Chapter 10: TBilingual Education for Bilingualism and Biliteracy

O. García. Chapter 6: Bilingual education: Frameworks and types. p. 294-320

Thank you very much!

¡gracias!