1. Bilingual education methodology: language arrangements in the classroom

2. WHEN and HOW do teachers and learners use one or both languages ​​ in the classroom?

3. Survey of language arrangements in 100 lessons

4. Here are the survey results of language arrangements in 100 lessons in primary and secondary schools in Wales Some teachers use one language in lessons though the aim was to develop pupils' bilingualism (‘monolingualism for bilingualism’). For example, some units or modules are delivered through one language and others through the other language for all learners. Translation is seen in different situations, for example, - translation of subject-related terminology - translation to support Welsh learners/English learners -translation for the whole class Translanguaging was the most popular strategy for using two languages ​​ in the classroom.

5. Bilingual Education in Schools in Wales Welsh medium/ Bilingual schools Monolingual usage for bilingualism L1 Welsh L2 Welsh L1 & L2 Welsh or L1 & L2 English Concurrent usage of two languages for bilingualism : unplanned Teacher responds to language of pupil Concurrent usage of two languages for bilingualism: planned Translanguaging Translation (whole class) Translation for L2 learner (L2 Welsh or L2 English) Translation: subject terminology Combinations of concurrent usage of two languages

6. This flowchart is an attempt to categorize the different types of language arrangements in the classroom. There are THREE main categories: 1. Monolingual usage for bilingualism 2. Using two languages ​​ : unplanned 3. Using two languages ​​ : planned Are these categories familiar to you? Discuss the questions shown on the next slide.

7. Discussion Based on your experience, do these categories encompass the various language arrangements within bilingual education in Wales? Are there other language arrangements? What do you consider are the advantages and disadvantages of : - using one language in the classroom - using two languages ​​ in the classroom?