1. ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. The different levels of bilingualism 2. The Canadian French/English bilingualism model 3. The bilingual immigrant model You will be able to: 1. Integrate the knowledge of bilingualism into your perspective on your profession and on your students’ language learning challenges

2. ACE TESOL Diploma Program – London Language Institute WHAT IS BINLINGUALISM? A person who can speak two languages? A person who can understand two languages (but can only speak one)? A person who can read or write in two languages (but can’t speak or understand)? Should self-perception and self-categorization be considered when deciding on who is bilingual?

3. ACE TESOL Diploma Program – London Language Institute Monolinguals are minorities in the world. There are more than 6000 languages and fewer than 200 countries. Most people use more than one language to communicate, and language choices often depend on the task at hand. Multilingual speakers do not typically possess the same proficiency level in each language, but are still considered bilingual.

4. ACE TESOL Diploma Program – London Language Institute Li Wei identified 37 terms which refer to different types of bilingualism. The terms overlap in meaning, but the message is clear – there are different types of bilingualism and varying degrees of proficiency.

5. ACE TESOL Diploma Program – London Language Institute A dominant bilingual is someone with greater proficiency in one of his or her languages and uses it significantly more than the other languages. A dormant bilingual is someone who has emigrated to a foreign country for a considerable period of time and has little opportunity to keep the first language actively in use. An early bilingual is someone who has acquired two languages early in childhood. A late bilingual is someone who has become bilingual later than childhood. A maximal bilingual is someone with near native control of two or more languages.

6. ACE TESOL Diploma Program – London Language Institute A minimal bilingual is someone with only a few words and phrases in a second language. A receptive bilingual is someone who understands a second language, in either its spoken or written form, or both, but does not necessarily speak or write it. A secondary bilingual is someone whose second language has been added to a first language via instruction. A simultaneous bilingual is someone whose two languages are present from the onset of speech. What kind of bilingual are you?

7. ACE TESOL Diploma Program – London Language Institute LEGISLATED BILINGUALISM In some countries, such as Taiwan and Chile, English has been legislated as an official language in order to encourage its citizens to become bilingual. Canada also took this approach. Many Canadians attribute Canada’s official bilingualism to Prime Minister Pierre Elliot Trudeau when he implemented the Official Languages Act in 1969. In fact, we can find evidence of Canada’s bilingualism much earlier in the original 1867 Constitution Act which established English and French as the official languages of Canadian Parliament and Courts. In addition, MPs could debate in either language and official records were kept in both official languages.

8. ACE TESOL Diploma Program – London Language Institute In 1963, there was need for revisions due to the growing unrest in Quebec. Prime Minster Pearson appointed the Royal Commission on Bilingualism and Biculturalism the task of inquiring about and reporting on the state of bilingualism and biculturalism in Canada. The appointees, chaired by Andre Laurendau and Davidson Dunton, were to recommend steps that should be taken in order “to develop the Canadian Confederation on the basis of an equal partnership between two founding races.”

9. ACE TESOL Diploma Program – London Language Institute The Commission’s final report was the basis of the 1969 Official Languages Act. The Commission made a strong impact on federal language policy in Canada. In 1969, Prime Minister Pierre Elliot Trudeau initiated the Official Languages Act by implementing the Commission’s recommendations. In 1971, Canada became the first country worldwide to assume an official policy of multiculturalism.

10. ACE TESOL Diploma Program – London Language Institute Canada is a bilingual nation, but less than half of the population speaks both of Canada’s official languages despite the fact that both languages are taught in schools. In Ontario for instance, the language of instruction is English but children receive approximately 5-7 hours of French instruction every week. Why then, with the exception of immersion programs, do mainstream Canadian schools produce minimal bilinguals?

11. ACE TESOL Diploma Program – London Language Institute The Federal government of Canada is continually upgrading policies and programs to encourage more Canadians to learn both official languages. Young adults may participate in what is known as the Summer Language Bursary Program to learn either French or English. In July or August, the students go to a French or English speaking part of the country and participate in classes, workshops, and cultural activities at virtually no cost to them. These programs are hosted by universities across the country and are taught by qualified language instructors. The students participating in this program can live in a homestay or at the university residence during this six-week program.

12. ACE TESOL Diploma Program – London Language Institute BILINGUALISM AND IMMIGRATION Different bilingual issues emerge in relation to immigration to Canada. Adult immigrants and refugees arrive in Canada with a wide range of English or French language abilities. Some immigrants and refugees have enough English or French to join the workforce or attend school immediately; others have some English or French but need to upgrade their skills; and others have very little or no English or French language skills and must start the language learning process from the beginning. Often immigrants and refugees study the target language until they reach an intermediate level at which time they look for work. In many cases, these individuals accept jobs for which they are overqualified. Many of them do not pursue their original career choice or area of study because of the language barrier and their financial situation.

13. ACE TESOL Diploma Program – London Language Institute When immigrants arrive in their English-speaking host country, most often their first goal is to learn English. The amount of language newcomers learn varies from person to person. There are many factors which affect newcomers’ abilities to learn English. Have they studied languages before? Have they studied English before? Are they educated? Do they know how to study effectively? Are they experiencing culture shock? Trauma? What are their motivations and goals in this new country? Do they want to get to work as quickly as possible to support a family? Do they want to learn as much of the language as possible to go onto to college or university?

14. ACE TESOL Diploma Program – London Language Institute Nonetheless, when adult immigrants live in a new country, most of them want to retain their first language. Furthermore, they want to ensure that their children can use that language. Language is closely related to identity and culture and most individuals, especially adults, want to maintain their identities and pass their cultural identity down to their children. Mostly likely, the children will learn their parents’ first language and become fluent in English. It is not likely that the following generations will speak the parents’ first language, but some customs will survive.

15. ACE TESOL Diploma Program – London Language Institute Often adult immigrants have children who are more fluent in the target language than they are. In cases where the parents speak very little or none of the target language, the children often translate for their parents. They translate important information about financial transactions and other vital decisions which are usually dealt with by adults. As a result of the children’s involvement in these grown up issues, the children end up in a position of power. Depending on their native language and country of origin, some immigrants and refugees may find it possible to live in Canada with very little English or French. In certain communities, it may be possible to live and work using only one’s native language.

16. ACE TESOL Diploma Program – London Language Institute BILINGUAL EDUCATION The US has no official language policy and since the demographic of the US is changing, some advocates are pushing for English only legislation and others for bilingual English/Spanish legislation. Regardless of the legislation or lack of it, the US government is responsible for educating the children somehow. There is a very large bilingual English/Spanish population in the US, with more and more Spanish speaking people arriving everyday. Some bilingual education programs have been tested and failed in the US. Even though the results of bilingual programs have not been satisfactory, some continue to run without the approval of the English only advocates. In contrast, many people feel that English doesn’t need ‘legal protection’ and that the diversity of the population should be embraced.

17. ACE TESOL Diploma Program – London Language Institute DEBATE Do you agree or disagree with a national policy to create bilingual citizens through legislation? Support your opinion with specific examples from Canada, the US and other countries.

18. ACE TESOL Diploma Program – London Language Institute Your task journal mark will be based upon your participation in class. Task Journals can be submitted via email to paula@llinstitute.com (preferred) or printed and handed in. paula@llinstitute.com