History, Theory and Politics of Bilingual Education Global Perspectives EDS 125 Dr. Bobbie M. Allen

Agenda Individual Writing Activity__3-2-1 Powerpoint 3 Key Concepts your read about 2 questions or wonderings you still have 1 Connection to a personal experience or from readings/lectures from other courses Powerpoint Deaf President Now

What is Bilingual Education? Foreign language classes versus bilingual education classes Language as a subject versus language as a medium of instruction Teaching content through an additional language other than the child’s home/family language=Bilingual Education In the case of Bilingual Deaf Education, many deaf students enter school without a “formal” language already developed; 90% of deaf children are born to hearing parents

Bilingual Education Table 1.1 Differences between Bilingual Education and Foreign or World Language Education Discuss with a partner the differences and make personal connections of your own language learning.

What does it mean to be Bilingual? Monoglossic 1 language plus 1 Language = 2 Reductive View

View 2 languages as bounded autonomous systems Monoglossic = Ideologies of bilingualism and bilingual education treat each language as separate and whole Simple sum of discrete monolingual practices

Heteroglossic Complex networks, situations and polydirectional language practices needed for the 21st Century; an integrated plural vision;

Heteroglossic Language practices of bilinguals are interrelated and expand in different directions to include different communicative contexts

Bilinguals Bilinguals are not the sum 2 monolinguals rather a unique combination and integration of 2 languages Bilinguals are a linguistic and an integrated whole; terms such as emerging bilinguals depicts a positive image rather than a deficit (language delay or disorder) or terms such as Limited English Proficiency (LEP)

Bilingual Education Strict separation of language is still wide-spread practice in bilingual education For the 21st century, there are many paths that lead to differentiated levels of bilingual practice and use Bilingual education needs to be adaptive, able to expand and contract, as communicative situations shift and as the terrain changes;; social interactions affect the use of language Language practices build upon each other

Language Viewed as a Problem The language of power was the ultimate goal; (End of WW II until early 1970’s) See Table 1.2, p. 17 Schools that view language as a problem set out to fix the problem. The problem is the child’s fault. Collect data on all the things a child can’t do in English. Political: Language diversity may cause less assimilation Assimilation solves the problem because English will unify the nation

Language Viewed as a Right Critical-Language minorities gained agency in shaping their own language policies and and practices in education (1970’s-1980’s) A basic human right for individuals, groups

Language Viewed as a Resource Ecological: globalization; increased awareness that the mother tongue could co-exist with language of country or world; a resource for all; equalization (Mid 1980’s to present)

Partner Talk What is the difference between the bicycle and the all- terrain vehicle when thinking about bilingualism? What is the relevance of the banyan tree to Garcia’s idea of bilingual education? What are some reasons why the term bilingual education has been contested?

Deaf People 90% of deaf children are born to hearing parents/families Deaf people are part of a linguistic/cultural community D vs d: A capital D refers to someone who culturally identifies with the group Deafness cuts across SES and cultural groups Deaf children are often viewed from a deficit or medical model Variations within the Deaf Community; Some learned spoken language prior to learning ASL while others learned ASL as a first language

Two Viewpoints Medical or Cultural Deficit or Medical Model; very strong in San Diego;oral/ aural education is promoted Cochlear Implants are on the rise; success for some, but not for all Deaf children need to be fixed and assimilate into the “hearing world” ASL is viewed as a problem; not a resource; ASL and English can not exist together; ASL impedes development of English Children must use residual hearing and technical devices e.g hearing aids, cochlear implants to acquire spoken English Too high a risk and often the outcomes are language delays; critical period has passed for 1st language acquisition; Often languages have not developed enough to cross the threshold to be successful in the academic setting

Cultural Model Deaf people can do everything, except hear (I. King Jordan) ASL is a full language and has all of the elements and structures that make it a language ASL and English can co-exist in the same environment. It is the proficiency in ASL that provides access to English and proficiency; ASL fluency has demonstrated higher English literacy skills ASL is viewed as a resource and used by the Deaf Community; 200 sign languages in the world Abilities and strengths are emphasized rather than the weaknesses

Deaf President Now https://www.youtube.com/watch?v=OtsYVeRuBuw

Deaf President Now Talk with a partner after the clip we just watched: What are your impressions of this event? How is this event applicable or not to bilingual education and/or bilingualism?