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

2. 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

3. 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

4. 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.

5. What does it mean to be Bilingual?
Monoglossic
1 language plus 1 Language = 2
Reductive View
Separation of Languages is very strict

6. 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

7. Monoglosic Idealized bilingual practices
Often ignores how the languages are used in society; the real bilingual practices and multilingual practices across social and communicative 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

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

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

10. 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”

11. 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

12. 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.

13. 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

14. 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

15. 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

16. 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)

17. 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.

18. 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

19. 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

20. 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

21. 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)

22. Deaf President Now

23. 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