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Lecture 7 Bilingualism and Bilingual education

Lecture 7 Bilingualism and Bilingual education . 1. Bilingualism: Definition & distinctions 2. Cognitive theories of bilingualism 3. Bilingual education. 1. Bilingualism: Definition & distinctions. 1) Bilingualism as an individual phenomenon

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Lecture 7 Bilingualism and Bilingual education

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  1. Lecture 7 Bilingualism and Bilingual education 1. Bilingualism: Definition & distinctions 2. Cognitive theories of bilingualism 3. Bilingual education

  2. 1. Bilingualism: Definition & distinctions 1) Bilingualism as an individual phenomenon and and as a group or societal possession 2) Bilingual abilities 3) Conversational fluency and academic language competence

  3. 1) Bilingualism as an individual phenomenon and as a group or societal possession --- individual bilingualism bilingualism experienced by individual people --- societal bilingualism bilingualism experienced by communities bilinguals and multilinguals are normally found in groups

  4. 2) Bilingual abilities --- the four language abilities two dimensions: receptive vs productive oracy vs literacy Oracy Literacy Receptive skills Listening Reading Productive skills Speaking Writing

  5. --- A fifth language competence Skutnabb-Kangas ( 1981 ) a fifth area of language competence  the language used for thinking Cummins ( 1984 ) cognitive competence in a language  the ability to use one or both language in reasoning and deliberation

  6. --- Maximal bilingualism the native-like control of two or more languages --- Minimal bilingualism incipient bilingualism minimal competence --- Additional ( balanced ) bilingualism a speaker adds a second language without any loss of competence to L1 --- Subtractive bilingualism the addition of a second language leads to a gradual erosion of competence in L1

  7. 3) Conversational fluency and academic language competence BICS Vs CALP Cognitive Processes Conversational Proficiency Language Proficiency knowledge pronunciation comprehension vocabulary application grammar analysis semantic meaning synthesis evaluation functional meaning Cognitive/Academic Proficiency

  8. 2. Cognitive theories of Bilingualism 1) the balance theory ( SUP model ) 2) the iceberg analogy 3) the thresholds theory

  9. 1) the balance theory ( SUP model ) --- two languages exit together in a balance weighing scales L2 increasing  L1 decreasing  --- two language balloons inside the head monolingual: one well filled balloon bilingual: two less filled or half filled balloons L2 balloon pumped higher  L1 balloon diminishes in size 

  10. Cummins ( 1980 ) --- SUP model Separate Underlying Proficiency Model of Bilingualism Critique --- balanced bilinguals: cognitive advantages --- there is enough cerebral living quarters not only for two languages, but also for other languages as well --- evidence suggests to the contrary to the assumption of the theory e.g. school lessons taught in Spanish school lessons taught in English Lessons learnt in one language can readily transfer into the other language

  11. 2) the iceberg analogy ( CUP model ) L1 L2 surface surface features features Common Underlying Proficiency Central Operating Systems

  12. Assumptions --- when a person owns two or more languages, there is one integrated source of thought --- speaking, listening, reading or writing in the first or the second language helps the whole cognitive system to develop --- when one or both languages are not functioning fully, cognitive functioning and academic performance may be negatively affected

  13. 3) the thresholds theory Top Floor Balanced Bilingualism Middle Floor Less balanced Bilingualism Lower Floor Limited Bilingualism

  14.  the bottom floor low levels of competence in L1 & L2   the middle floor age-appropriate competence in one of the languages but not in both  positive or negative cognitive consequences  the top floor age-appropriate competence in both languages  positive cognitive advantages

  15. 3. Bilingual education the use of a second or foreign language in school for the teaching of content subjects --- immersion program  single school language, no home language --- maintenance bilingual education  home language  school language for some subjects & home language for others

  16. --- transitional bilingual education  home language partially or totally  school language only --- additive bilingual education  the language of instruction: not home language, not to replace it --- subtractive bilingual education  the language of instruction: not home language, intend to replace it

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