The continua of multilingual education and the basque educational context jasone cenoz
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The Continua of Multilingual Education and the Basque educational context Jasone Cenoz. Outline of the presentation. 1. Definitions and typologies of multilingual education 2. The continua of multilingual education 3. Examples of different types of multilingual schools 4. Conclusions . 1.

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The Continua of Multilingual Education and the Basque educational context Jasone Cenoz

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The Continua of Multilingual Education and the Basque educational context Jasone Cenoz


Outline of the presentation

1. Definitions and typologies of multilingual education

2. The continua of multilingual education

3. Examples of different types of multilingual schools

4. Conclusions


1.

Definitions and typologies of multilingual education


Definitions of bi/multilingual education

►‘Use of two or more languages as media of instruction’

(Skutnabb-Kangas & McCarty, 2007)

► ‘The use of two (or more) languages of instruction at some point in a student’s school career. The languages are used to teach subject matter content rather than just the language itself’

(Cummins 2007)


Definitions of bi/multilingual education

► ‘Ideally reserved for those schools and classrooms that teach some, most or all subject content through two languages’ (Baker, 2007)

►‘For a program to be deemed to be bilingual, the key is that both languages must be used as media of instruction and thus to deliver curriculum content’ (May 2007)


Beyond bilingual education

► Difficult to use all the languages as languages of instruction even if the school aims at developing multilingualism and multiliteracy

► In some cases the use of a minority as the language of instruction can result in balanced bilingualism because of the sociolinguistic context


Definition of multilingual education

►‘Multilingual education refers to schools that teach more than two languages and aim at multilingualism and multiliteracy’


Typologies

► Advantage: can impose theoretical order and facilitate cross-community (Edwards, 2007)

► Disadvantage: static, reductionist, many situations do not fit in (Baker, 2006; Martin-Jones, 2007)


Typologies of multilingual education

► More diversity: languages involved, program designs and sociolinguistic variables.

► Ytsma (2001) already has 46 types just by looking at three variables


2.

The Continua of Multilingual Education


New book:Cenoz, J. (2009) Towards Multilingual EducationBristol: Multilingual Matters


Continua of multilingual education

► ‘Represent the infinity and fluidity of movement along each of the continua’ (Hornberger, 2007)

► The features of multilingual education can be represented in a model based on continua


Continua of multilingual education:Sociolinguistic


Continua of multilingual education: Sociolinguistic


Continua of multilingual education: Educational


Continua of multilingual educationEducational


Continua of multilingual education: Linguistic distance


3.

Examples of different types of multilingual schools


Basque Country

Lauro Ikastola. Basque-medium ikastola, Spanish speaking area, English additional language of instruction

St Patrick’s English school. English-medium, Basque spoken by 30%, Spanish and Basque additional languages of instruction.


Basque Country

►Sociolinguistics-micro level: parents, siblings, peers, neighbours

►Sociolinguistics-macro level: speakers, status, media, landscape

► Educational: subject, language of instruction, teachers, school context

► Linguistic distance


Lauro Ikastola and European Schools

►Sociolinguistics-micro level: parents, siblings, peers, neighbours

►Sociolinguistics-macro level: speakers, status, media, landscape

► Educational: subject, language of instruction, teachers, school context

► Linguistic distance


Lauro Ikastola and Nizamia school in Mysore

►Sociolinguistics-micro level: parents, siblings, peers, neighbours

►Sociolinguistics-macro level: speakers, status, media, landscape

► Educational: subject, language of instruction, teachers, school context

► Linguistic distance


4.

Conclusions


Continua of multilingual education

► The interaction of linguistic, sociolinguistic and educational variables

► The complexity of education by including different types of variables

► The dynamics of education


Continua of multilingual education

► Tool to describe different types of multilingual education

► Can accommodate the most typical cases of multilingual education

► Schools to analyze their own situation


Eskerrik asko! Thank you! ¡Gracias!

[email protected]


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