Bilingual-Bicultural Education GA Summer Course 2007

Bilingualism Literacy in two languages along a continuum that includes variations in proficiency in expressive and receptive language. - S. Soltero 2003 Simultaneous vs. Sequential Bilinguals Circumstantial Bilinguals vs. Elective Bilinguals

Language Proficiency MEANING Speaking Writing Listening Reading ProductiveReceptive

Benefits of Bilingualism Intellectual: Children develop more intelligence in the language they know best by interacting with others. Knowing more than one language increases a person’s thinking skills. Educational:A strong base in the L1 helps to learn the L2 better because many language skills transfer. Personal: Maintaining an L1 is critical to a child’s self-esteem and identity. Social: Language is strongest link to family and community. Cultural: Maintaining the L1 enhances harmony and understanding between two cultures. Economic: People who can read and write in two or more languages have more job opportunities and can make more money.

2 nd Language Learning Myths Myth  Children tend to learn an L2 with ease and rapidity. REALITY CHECK: Motivation, necessity, exposure (not age) affects children’s rate of L2 acquisition. 5-7 years to fully acquire proficiency in a 2 nd language. The language demands of older learner tends to be more cognitively demanding than that of younger learners.

2 nd Language Learning Myths Myth  The optimal age for learning an L2 is usually the younger the better. REALITY CHECK: Older SLLs already know many of the concepts to which they attach new terms, children have to learn both the concepts and the terms. Younger SLLs have cognitive and experimental limitations.

2 nd Language Learning Myths Myth  The more exposure to the L2, the faster and easier it is learned. REALITY CHECK: L2 development largely depends on comprehensible input, motivation, and quality of instruction.

2 nd Language Learning Myths Myth  The ability to speak the L2 means in the L2. REALITY CHECK: The four language domains: listening, speaking, reading and writing. Abstract and decontextualized language is more complex and demanding than concrete and context embedded language.

2 nd Language Learning Myths Myth  All children the L2 in the same manner. REALITY CHECK: Cultural, social, individual difference, learning styles.

2 nd Language Learning Myths Myth  The L2 should be acquired in the same way as the L1 was acquired. REALITY CHECK: Although L1 and L2 share similarities in the process of acquisition, L2 development requires more than a nurturing and informal environment.

2 nd Language Learning Myths Myth  Simultaneous acquisition of the L1 and L2 causes interference and confusion. REALITY CHECK: Acquiring two languages at once may result in temporary borrowing or transference, (code-switching), from one language to another that the speaker eventually controls depending on the audience.

Why Concurrent Translation Won’t Work? Learners tune out L2 knowing that message will be heard in L1 Important and subtle information is lost in translation The translation often becomes a weak summary of what is said Accurate translation depend heavily on the level of proficiency of the translator Instructional time is wasted in translation. If everything is translated the teacher is able to only cover ½ of curriculum

2 nd Language Program Models Subtractive Additive Submersion Structured Immersion ESL Newcomer Center Transitional (early-exit) Transitional (late-exit) Maintenance Heritage Language Dual Language No Use of L1 Use of L1

L1 Acquisition & L2 Acquisition All children develop L1 L1 is learned at a set time L1 is acquired in a nurturing and familiar environment Literacy in L2 is founded on L1 oral language skills Academic learning in L1 is facilitated by prior knowledge of L1 and background knowledge of subject matter Not all children develop L2 L2 can be developed at any age L2 is usually acquired at school Literacy in L2 is assisted by L1 literacy and/or L2 oral language Academic learning in L2 must be augmented by building background knowledge of L2 and the subject matter