WHAT IS BILINGUALISM?M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

DEFINITIONS OF BILINGUALISM

Individual Bilinguali

smSocietal

Bilingualism

INDIVIDUAL BILINGUALISM

DEFINITIONS OF BILINGUALISM

Language ability

Language Use

DIMENSIONS OF BILINGUALISM Ability: What skills does the individual have?

Use: Which domains or contexts?

Balance: Is one language dominant?

Age: When was the language learned? Simulatenous or sequential?

Development: Is one of the tongues incipient, ascendent or recessive?

Culture: Is the individual fluent in both cultures?

Contexts: Are both languages endogenous? Does the dominant culture support language maintenance?

Elective and circumstantial bilingualism: Was it a conscious choice? Was it forced by life events?

Baker (2011) Foundations of Bilingual Education and Bilingualism

LANGUAGE CHOICE

When does the speaker use which language? Language Targets

Family Friends Work colleagues Local community

Language Contexts or Domains Shopping Media Work Leisure and hobbies Religion

Baker (2011) Foundations of Bilingual Education and Bilingualism

Is the language acceptable in all spheres?

Does the speaker codeswitch?

Does speaking one of the language have specific social, political or cultural overtones?

SOCIETAL BILINGUALISM

DIGLOSSIA

Term developed by Ferguson to describe a bilingual society

Originally distinguished between High status (H) and Low status (L) languages

Also termed majority (H) and minority (L) languages

DIGLOSSIA AND BILINGUALISM

Diglossia and

Bilingualism

IndividualBilingualis

m

DiglossiaMonolingu

alSociety

LANGUAGE SHIFT, MAINTENANCE AND DEATH

Language shift: decrease in use of one language in a society

Language maintenance: Natural or planned maintenance of a language’s use at the society level

Language death: loss of a a language completely at the society level

WHAT IS BILINGUAL EDUCATION?

M1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

BILINGUAL EDUCATION

Multiple contextsMultiple strategiesMultiple goals

MAIN TYPES OF BILINGUAL EDUCATION

Transitional: Shift from minority mother tongue language to dominant majority language

Maintenance: Encourage continuity of traditional language and culture

Majority Language: Encourage development of a second majority language (English, Spanish, French, German, Chinese, Japanese)

LANGUAGE RIGHTSM1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

UNIVERSAL DECLARATION ON LINGUISTIC RIGHTS

UNESCO declaration9 June 1996Key document for minority languages

EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES

Council of Europe5 November 1992Key document for minority languages in Europe

EUROPEAN UNIÓN AND SPAIN

LANGUAGE POLICYM1622- Bilingual Programmes, Policy and Practice – Prof. Isadora Norman

CONTEXT: EUROPE

1958: European Economic Community (ECC) decides on the official languages:

Dutch French German Italian http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELE

X:31958R0001:EN:NOT http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CONS

LEG:1958R0001:20070101:EN:PDFBentley (2010) The TKT Course: CLIL Module

CONTEXT: EUROPE

1976: ECC publishes joint resolution on linguistic education policy http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:41976X0219:EN:NOT

1978: Proposal to encourage using L2 as a means of instruction

1983: Discussion on the need to improve FL teaching and “promote, encourage and facilitate the teaching of the languages of (ECC) member states.”

1985: As many pupils as possible should learn two foreign languages and take part in exchanges

CONTEXT: EUROPE

1988: Encouragement of FL teaching from an early age and through content

1995: Council of Education Ministers Resolution EU Citizens should “acquire and keep up their ability to communicate in at least two community languages in addition to their mother tongue”.

Schools should promote innovative teaching methods, including “ the teaching of classes in a foreign language for disciplines other than languages, providing bilingual teaching.”

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:31995Y0812(01):EN:HTML

CONTEXT: EUROPE

1998: European Centre for Modern Languages established http://www.ecml.at/

1989-1996: Development of the Common European Framework of Reference for Languages (CEFR)

2001: Final version of the CEFR is presented http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

2001: CLIL Compendium Launched http://www.clilcompendium.com/

CONTEXT: EUROPE

2008: Council Resolution on a European Strategy for Multilingualism“devote particular attention to the further training of language teachers and to enhancing the language competences of teachers in general, in order to promote the teaching of non-linguistic subjects in foreign languages (CLIL — Content and Language Integrated Learning)”

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:320:0001:01:EN:HTML

CONTEXT: SPAIN

Spanish Constitution:

Artículo 3

1. El castellano es la lengua española oficial del Estado. Todos los españoles tienen el deber de conocerla y el derecho a usarla.

2. Las demás lenguas españolas serán también oficiales en las respectivas Comunidades Autónomas de acuerdo con sus Estatutos.

3. La riqueza de las distintas modalidades lingüísticas de España es un patrimonio cultural que será objeto de especial respeto y protección.

CONTEXT: SPAIN

Co-official LanguagesCatalan (Valencian, Balearic)GalicianBasque

Foreign Language Teaching (FLT)Mother-Tongue Education

CONTEXT: SPAIN

1983: Ley de normalización lingüísticaLegal framework for Bilingual Education models

Maintenance and promotion of regional languages

Socio-political implications

LOE (2006) AND FL LEARNING AND TEACHING

Chapter 1, article 2: (Fines) j) La capacitación para la comunicación en la lengua oficial y cooficial, si la hubiere, y en una o más lenguas extranjeras.

Chapter 3, Article 105:El reconocimiento del trabajo de los profesores que imparten clases de su materia en una lengua extranjera en los centros bilingües

MOTHER TONGUE INSTRUCTION

Rare in Spanish systemDiverse nature of the immigrant populationLack of resourcesLack of teacher training

Focus on integration through Spanish Intercultural ProgrammesMediatorsAssistance for families