bilingual education.ppt

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Bilingual Education in

Bangladesh

Exploring Options and OpportunitiesM Hamidul Haque



Bilingualism

Everyone is bilingual.



Bilingualism

Bloomfield (1933) claim that a bilingual

should possess “native-like control of two or

more languages”

Earlier definitions tended to restrict

bilingualism to equal mastery of two

languages.



Bilingualism

Recent broader view of Bilingualism includethose individuals who have various degrees of proficiency in two or more languages

Most modern treatments acknowledge muchgreater variation in competence.

They incorporate the developmental processesof second language acquisition into the scopeof bilingualism.



Bilingualism

The bilingual is not the sum of two complete

or incomplete monolinguals;.

Rather, he or she has a unique and specific

linguistic configuration.



Bilingualism

Complicating the matter of degree of

proficiency, this question of where

bilingualism starts can be asked.

Any line drawn must cross not just one

general language dimension, but many more

specific threads of language ability.



Bilingualism

There is thus a substantial number of

elements here, all of which figure in the

assessment of bilingualism.

there are at least twenty dimensions of

language which could or should be assessed

in order to determine bilingual proficiency.



Transitional Bilingual Education Programs

Aim to replace the learner‟s native languagewith that of the dominant culture.

Language shift

Cultural assimilation

Social incorporation

Encourage language minority students to

shift to the majority language, assimilate tomainstream cultural norms, and beincorporated into the national society.



Maintenance models focus on developing boththe learner‟s native language and a targetlanguage. Language maintenance

Strengthened cultural identity Civil rights affirmation

Encourage language minority students to

maintain their native language, strengthen their cultural identity, and affirm their civil rights in thenational society.



Enrichment programs

Similar to maintenance models

Intended to develop the learner‟s native language as well as atarget language

But extends beyond the scope of language acquisition and seeks

to incorporate cultural pluralism and autonomy of cultural groups. Language development

Cultural pluralism

Social autonomy

Encourage the development of minority languages on theindividual and collective levels, cultural pluralism in thecommunity, and an integrated national society based on theautonomy of cultural groups



Local Context

Cultural Identity

Politics

Language Practices at Home and Outside

Expected Learning Outcomes

Current Status of English in Education



Cultural Identity

The people of Bangladesh fought and died to

speak their own language.

Hence they take pride and resolutedetermination to keep their language above

all.

Arabic Literacy

English as Prestige Language



Politics

Any Dilemma in planning the relative status of Bangla and English in Bangla in post-colonial

Bangladesh?

Bangla has been given primacy in educational

and social life as a form of affirmative action

against the disparities suffered during

colonization.

The role of English in deference to the economic

and educational opportunities of globalization



Any Language Policy?

Any Language in Education Policy in recent

Education Policy 2010?

Decolonization and Globalization translates

itself specifically as „mother tongue Bangla

versus English‟



Language Practices at Home and Outside

Bangla as the dominant Language

No or Little support for English at home



Expected Learning Outcomes

National and international growth

Bangla-English Bilingualism



Current Status of English in Education

The Bengali Medium/Mainstream

receptive (or passive) bilingualism

The English Medium

The Religious Branch



Proposal

One-way immersion programs for majority

language students

Developmental bilingual education for minority language students



One-way immersion

Students are taught academic subjects and

literacy skills through a second language as

well as through their native language.

The amount of instruction through the second

language varies.

There are alternative forms of one-way

immersion.



Developmental bilingual education

all students are native speakers of a minority

language and the native language along with

the majority language are used for

instructional purposes.

bilingual education.ppt

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