Mainstreaming/ Submersion
Transitional Bilingual Education
- Mainstreaming: Language minority students will be taught all day in the majority language, alongside fluent majority students.
- Structured Immersion: Contains only language minority children, but conducted in the majority language.
Chapter 10: Types of Bilingual Education
- The aim is to assimilate.
- Language minorities are allowed to use their home language.
- Two major types: early exit and late exit.
- Majority and minority language speakers are placed in Newcomer or Latecomer Centers.
What is Bilingual Education?
Mainstream
with foreign
language teaching
Mainstreaming/Submersion with Withdrawal Classes
Monolingual forms of Education for Bilinguals:
Weak forms forms of Bilingual education for Bilinguals
- English is many times the sole medium of education but sometimes we see it along with a foreign language teaching
- "Drip-feed" program: foreign language is seen as a subject (30-60 minutes)
Aims of Bilingual Education
Transitional Bilingual Education
Maintenance Bilingual Education
Influenced by:
- Sociocultural
- Political
- Economic
- Transitional
- Mainstream with Foreign Language Teaching
- Seperatist
- Mainstreaming/Submersion
- Mainstreaming/Submersion with withdrawal classes, Sheltered English/Content based ESL
- Segregationist
Assimilate
Unify
Communication
Employment
Identity
Reconciliation
Mediation
Colonial Existence
Privileged Position
Status
Understanding
Center of Applied Linguistics
(CAL)
- Static
- Developmental (Enrichment Bilingual Education)
- Cultural Pluralism & Liguistic Diversity
Typical type of child: Language majority
- Language minority children are taken out for "compensatory lessons.
- Sheltered English or SDAIE
- Why teaching a foreign language went from an increase of 9% in 1999 to a decrease of 6% in 2009? (hint: history of bilingual ed.)
Language of the classroom: Majority language (L2/FL lessons)
- 2009: 6% fewer elementary schools were teaching a foreign language (the previous survey shows an increase of 9%)
- Middle schools offering foreign language went from 75% to 58%
- High schools have remained at 91%
Societal and educational aim: Limited enrichment
- Why did high schools remain at 91%?
Aim in language outcome: Limited bilingualism
- Who had to take a foreign language in high school? Which ones? Are you fluent in that language because of those courses?
Outcome: Monolingualism
Outcome: Relative Monolingualism &
Limited Bilingualism
- Canadians found that 12 years for French “drip-feed” did not help English speakers communicate fluently with French Canadians. The same thing happened with five years Spanish, German and French in the UK.
- However, learning English as a second language in other parts of the world has been successful because of personal motivation, status of language is high and when economic and vocational circumstances encourage the acquisition of a trading language.
Strong Forms of Bilingual Education:
Separatist
Segregationist Education
- Immersion
- Maintenance Heritage Language
- Two-Way/Dual Language
- Mainstream Bilingual
- Aims for minority language monolingualism and monoculturalism
Outcome: Bilingualism & Biliteracy
- Minority language speakers are denied access to attend schools by majority language speakers.
- Do not learn enough the
power language.
- Forces monolingual language policy on the relatively
powerless.
- Secessionist Movement: language minority detaches itself from majority to pursue independence
- Organized by language community for its survival and self-protection.
- Unlikely for a school system to use this type
- Isolationist religious schools
- Disconnects and withdraws children from a wider world.
Typical type of child:Language minority
Languages of the classroom:Minority language
Societal and educational aim: Detachment/ Autonomy
Aim in language Outcome: Limited Bilingualism