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 Discuss of Mini-Investigation #1

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 who are not familiar with American Sign Language and never met a Deaf person

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 Separation of Languages is very strict

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

Monoglosic Idealized bilingual practices Often ignores how the languages are used in society; the real bilingual practices and multilingual practices across social and contexts. Language allocation may be separated by the day, hour alternating days No translations and both languages will not be used in the same lesson Often one teacher is the model speaker of English and another is designated as the “native” speaker of the minority language

Heteroglossic Complex networks, situations and polydirectional language practices needed for the 21st Century; an integrated plural vision; social interactions And “bilingual encounters”

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

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; bilingual encounters Language practices build upon each other Bilingual education can include separation of 2 or more languages for instruction but also there are times where both languages may be used “together in complex combinations”

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) Deaf children are often referred to as having “no language” as well as other linguistic minorities. “No Language” is a term that presents negative and deficit views. Need to be referred to in a positive image---emerging bilinguals

Bilingual Education What does it mean to be “bilingual” according to Garcia and Baker? How do their definitions compare to your personal experiences? Garcia claims that bilingual education is a ”meaningful way to education all children”. Do you agree or disagree? Discuss with a partner.

Bilingual Education Some have strong reactions to BE Blame bilingual education for the failure of minority students Substitution of the word “bilingual” for terms such as English language acquisition or Dual Language Programs

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 and “ghetos” Assimilation solves the problem because English will unify the nation; melting pot perspective

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? How do you view bilingual education—a problem, a right or a resource? Explain your answer.

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

Programs for the Deaf Oral/Aural approach: English only—no signing, relies primarily on auditory skills for acquisition of English Total Communication- original definition whatever means needed to teach Deaf children; oral, Signed English, See and ASL; Yet in practice it has become simultaneous communication—English and Signing; Compromises both languages Bilingual Education (Cultural Model)

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

Deaf President Now (DPN) 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? What similarities are there between Deaf bilinguals and hearing bilinguals? In what ways does DPN empower Deaf individuals? Are there ways in which other linguistic minorities have demonstrated their desire for recognition of their language and culture? Provide some examples