1. Friday, 24 May 2019

2. Bilingual Education
EDUCM

3. Basic terminology Bilingual is a person who speaks two languages
Multilingual is a person that speaks more than two languages fluently
Linguist is someone that studies languages
Polyglot is a some that speaks a lot
of languages
Hyper-polyglot, 6 to 11+ languages

4. Bilingual individuals vs communities
Some communities bilingual/multilingual
Jews, Africa, India, Malaysia, Indonesian,
Papua New Guinea, Europe, Central/South
America etc.
Native English speaking communities are special case ?
Some Māori communities/whānau still bilingual ?

5. Bilingualism basic terms
1st language/L1
1st language learnt as a child
most important/prestige language (not necessarily learnt)
most dominant/proficient language at a particular time
Mother tongue ≈ native language ≈ heritage language

6. Bilingualism more terms
use of 2 languages by person, group
disagreement on proficiency/competency required to be considered bilingual
balanced bilingual: near equal ability in 2L
additive bilingualism: another L gained without effecting proficiency in 1st L
subtractive bilingualism: another L gained which has aversely impact on 1st L
semi-lingual, language attrition

7. Oral vs Written language
Oral = speaking and listening
Written = reading and writing
New Zealand English Curriculum
making meaning of ideas or information they receive (listening, reading, and viewing)
creating meaning for themselves or others (speaking, writing, and presenting)
Productive vs receptive language

8. Dimensions of bilingualism
Valdes & Figueroa (1994)
(1) age (simultaneous/sequential/late)
(2) ability (incipient/receptive/productive)
(3) balance of L
(4) development (one or both ascendant or recessive)
(5) contexts in which L is used (home, school,
government etc.)
- Elective vs. Circumstantial bilinguals

9. Two views of bilinguals
Monolingual/fractional view
i.e., a bilingual is 2 separate persons
Holistic view
1 person with 2 abilities in 2 languages
Bilinguals should only be compared to other bilinguals

10. Critical Period Hypothesis
certain period (i.e., age) in which L2 learners can acquire native like competence in a second language
likely to be more true with respect to pronunciation.
immigrant data suggests earlier arrivals more likely to gain native like competence, but not all do.

11. Conversational fluency vs. Academic Language Competence
BICS – basic personal inter-communication skills (conversational L)
2 years for immigrants to acquire
CALP – cognitive academic language proficiency (academic L)
5 to 7 years for immigrants to acquire

12. Jim Cummin’s Models/Concepts
BICS/CALP (or more recently academic vs. conversational L proficiency)
Common Underlying Proficiency Model (iceberg analogy) – separate surface features stem from a common deep structure.
Thresholds Theory – thresholds in both languages must be met before any benefits result.
Interdependency Principle, CALP will transfer across languages

13. Individual Differences
language aptitude
effects of intelligence
motivation
attitudes
personality
circumstances
learning styles ?

14. Education Is the language(s) of the school the language
of home/community ?
In NZ impacts schooling

15. Bilingual Education Education involving the use of two languages
Wide variation in types of bilingual education around and how are they run etc.
Outside of NZ, immersion education is regarded as a form of bilingual education
NZ immersion education regarded as different to bilingual education

16. Types of Bilingual Programmes
Type of Program
Typical Child
Language of Classroom
Societal & Education Aims
Aim in Language outcome
Mainstream/ Submersion (Structured Immersion)
Language minority
Majority Language
Assimilation/ Subtractive
Monolingualism
Mainstream/ Submersion
Withdrawal classes
Majority Language with pull-out L2 classes
Segregationist
Minority Language (forced, no choice)
Apartheid

17. Type of Program Typical Child Language of Classroom
Societal & Education Aims
Aim in Language outcome
Transitional
Language minority
Moves from Minority to Majority Language
Assimilation/ Subtractive
Relative
Monolingualism
Mainstream/ with Foreign language teaching
Language majority
Majority Language with L2/FL classes
Limited Enrichment
Limited Bilingualism
Separatist
Minority Language (out of choice)
Detached Autonomy

18. Types of Bilingual Programmes (Strong)
Type of Program
Typical Child
Language of Classroom
Societal & Education Aims
Aim in Language outcome
Immersion
Language majority
Bilingual with initial emphasis on L2
Pluralism, enrichment additive
Bilingualism & Biliteracy
Maintenance/
Heritage language
Language minority
Bilingual with initial emphasis on L1
Maintenance, Pluralism, enrichment additive
Two way/Dual Language
Mixed Language majority & minority
Minority & Majority Language
Mainstream bilingual
Two Majority Languages, Pluralism
Bilingualism

19. Variation in bilingual programs
Early, mid or late immersion
Emphasis of L2 by year levels
Subjects taught by languages
(maths, sciences taught in Majority L)
Teachers – who teaches what, when & where
Locations
Policies & practices towards international languages

20. Core Features of Immersion Programs
Johnson and Swain (1997) summarize eight core features of immersion programs as follows:
The L2 is a medium of instruction
The immersion curriculum parallels the local L1 curriculum
Overt support exists for the L1
The program aims for additive bilingualism
Exposure to the L2 is largely confined to the classroom
Students enter with similar (and limited) levels of L2 proficiency
The teachers are bilingual
The classroom culture is that of the local L1 community

21. Indigenous immersion (language) education programmes
Hawai’i, Navaho, Yup’ik, Inuit, Sámi (Northern Scandinavia), Māori
Can involve more than 2 languages
Location, homelands vs. urbanization
Transition into other/mainstream programmes
Issues of resources/teacher provision
Issues of outcomes

22. Bilingual education in NZ
Differences
Own experiences
Variation in Māori bilingual education
Bilingual education at tertiary level
Research
Future prospects

23. He mihi nui ki a koutou katoa