CASE STUDY: BILINGUAL PROGRAMS IN HUNGARY CASE STUDY: BILINGUAL PROGRAMS IN HUNGARY

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IMMERSION BILINGUAL EDUCATION

Based on language education policy in French Canada

Aims to promote full bilingualism in plurilingual settings

Partial immersion: 50% of curriculum taught through minority language (L2)

Total immersion: 100% L2 in early stages, transitioning to partial immersion in later stages

Age often a factor: early, delayed or late immersion programmes exist

School in small town in Galicia:•Mother-tongue Galician teachers•Less than 50% of students use Galician at home

Galicia: Partial immersion model

BILINGUAL EDUCATION IN MAJORITY LANGUAGES

Aims: Achieve functional bilingualism in a second (or third) majority language

Models: International Schools: Elite institutions

designed to promote high level multi-lingual curriculum

European Schools: Designed to promote European identity through integrated trilingual programmes

CLIL bilingual Programmes: Use of FL as a vehicular or working language to teach content subjects.

Rural School in Cantabria•Few, well integrated immigrants•High interest in English (parents and teachers)

BILINGUAL EDUCATION IN MAJORITY LANGUAGES

Soft CLIL

Hard CLIL

Type of CLIL

Time Context

Language-led

45 minutes once a week

Some curricular topics are taught during a language course

Subject-led (modular)

15 hours during one term

Schools or teachers choose parts of the subject syllabus which they teach in the target language

Subject-led (partial immersion)

about 50% of the curriculum

About half of the curriculum is taught in the target language. The content can reflect what is taught in the L1 curriculum or can be new content.

Years of Age Type of School 3 Kindergarten

4 Kindergarten

5 Kindergarten

6 Primary

7 Primary

8 Primary

9 Primary

10 Primary Secondary

11 Primary Secondary

12 Primary Secondary Secondary

13 Primary Secondary Secondary

14 Secondary Secondary Secondary

15 Secondary Secondary Secondary

16 Secondary Secondary Secondary

17 Secondary Secondary Secondary

18 Third level

19 Third level

20 Third level

21 Third level

22 Third level

23 Post Univ.

CLIL Matrix: “Hungary” (Judith Kovacs and Agnes Vamos)

““Immersion in Hungary” (Patricia Duff), in JOHNSON & Immersion in Hungary” (Patricia Duff), in JOHNSON & SWAIN, SWAIN, Immersion Education: International PerspectivesImmersion Education: International Perspectives

PROBLEMS?PROBLEMS?

1. Teachers’ level of L2. Language specialists or content specialists?

2. Coherent system. Extensive exposure to L2. 3. Material production4. Methodology: how do you teach students who lack

language knowledge?5. Assessment : how do you assess students who don’t

know enough about the language? Do you penalize them for language mistakes?

6. Money: All of this costs a lot of money

THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION

1.Teachers’ level of L2. Language specialists or content specialists?

They demand two degrees. They offer ongoing training at University level. Teachers involved in

CLIL programs receive a 15% bonus

THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION2. Coherent system. Extensive exposure to L2 Primary Education:

5 hours a week in L2 classes + 3 CLIL subjects. The subjects vary according to the year (1st year: Music, Drawing, Physical Education; 8th year: History, Science and English Culture)

Secondary Education: Preparatory year (Zero Year) (for students not coming from a bilingual

program): 20 hours a week to L2. The rest (10 hours): Preparatory CLIL

Regular Secondary: 5 hours a week in L2, 3 subjects minimum of CLIL subjects

Minimum Requirements for a school to use the term “Bilingual”:35 % of CLIL subjects and a high number of CLIL teachers with double qualification. Classes split in two in CLIL classes.

THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION

3. Material production

Still open, hard work for the teachers, but getting better every year…

THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION

4. Methodology: how do you teach students who lack language knowledge?

An extension of methodology used in language classes:

◦ Communicative approach◦ Active participation of students◦ Variable size of groups◦ Student-centered activities◦ Emphasis on lexis

THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION

5. Assessment : how do you assess students who don’t know enough about the

language? Do you penalize them for language mistakes?

Still open. Priority of content over language. No demonization of L1 (the system is so complete

that this doesn’t jeopardize the results).

THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION

6. Money: All of this costs a lot of money

It is expensive. But the resultsare excellent (B2 after primary,C1 after secondary)

Public and free, but segregated.

Problems? Academic elitism?Too expensive?Is a more “egalitarian”, extensive system

better?

Bilingual Schools in The Netherlands

Bilingual Schools in The Netherlands

Six Language Skills (Dale, Van der Es and Tanner)

1. Activate prior knowledge

2. Provide Lesson Input

3. Guide understanding

4. Encourage speaking

5. Encourage writing

6. Evaluate learning and

give feedback

http://www.leraar24.nl/dossier/3035

fancy some homework?

HomeworkHomework

Image-based Mini-class: “One picture and a few words”

Look for an image that shows something important about yourself or about a topic that interests you.

Talk for 2-5 minutes Write down a few words that will help us

follow your mini-speech.

One image and a few words…

American Myths

The American DreamThe Melting PotThe Manifest Destiny