Bilingual education

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Bilingual education involves the teaching of academic content in two languages, both native and secondary language with the varying number of each language used in accordance with the program model. Two-language education refers to the use of two languages ​​as a means of teaching for students and is considered part of the entire school curriculum.

Video Bilingual education

Model two language education program

Here are some different types of bilingual education programs:

• Transitional Bilingual Education. This involves education in the child's native language, usually no more than three years, to ensure that students are not left behind in content areas such as math, science, and social studies while they are learning English. Research has shown that many of the skills learned in the original language can be transferred easily to a second language later. The goal is to help the transition of students into the main classes, English speaking classrooms as quickly as possible, and the linguistic goals of those programs are merely English acquisitions. In a transitional bilingual program, the student's primary language is used as a vehicle for developing literacy skills and acquiring academic knowledge. This is used to develop literacy and academic skills in the main language
• Two Directions or Dual Language Immediate Bilingual Education. These programs are designed to help native and non-native English speakers become bilingual and biterary. The two-way bilingual immersion program has 90% of the instruction in the K-1 class in minority languages ​​less supported by the wider community and 10% in the majority language. This proportion is gradually changed in the majority language until the curriculum is equally divided in both languages ​​in class 5. The bilingual immersion program is based on the principle of clear separation of the curriculum from the two introductory languages. Teachers do not repeat or translate the subject matter in the second language but reinforce the concept taught in one language in two languages ​​in the spiral curriculum to provide cognitive challenges (Thomas & Collier 1997). Language of instruction interspersed by theme or content area. This type of immersion is needed to develop multiple language skills, since social language can be mastered in a few years, but a higher level of competence is required to read social learning texts or solve mathematical words, about 5 to 7 years Collier, 1987).

The United States Congress introduced the Bilingual Act in 1968 defining a bilingual education program. This teaching program is intended for children who are not proficient in English. Instructions are given so that students can achieve the necessary competencies in English as well as their native language taking into account the cultural heritage of children. These can be integrated into subjects or courses that enable students to grow effectively throughout the education system.

The Basic and Intermediate Education Act (1968) is another meaningful measure for bilingual education. Title VII (Bilingual Education Act) creates federal guidelines for bilingual education. The decision recognizes " The special educational needs of a large number of children with limited English skills in the United States ." Such enforcement establishes the federal government's obligation to provide subsidies to a creative bilingual program. Title VII has been changed several times since its introduction. The decision became part of the American Schools Act in 1994.

Dual immersion classrooms encourage students but with permission it may be enthusiastic & amp; 'native language development, made important contributions to the preservation of the inherited language and allowed the minority language students to remain in the classroom with native English speakers, resulting in linguistic and socio-cultural benefits (Christian, 1996b). As of May 2005, there were 317 dual immersion programs operating in elementary schools in the United States in 10 different languages ​​(Center for Applied Linguistics, 2005).

Dual Language Programs are less common in US schools, although research shows they are very effective in helping students learn English well and help the long-term performance of English learners in schools. Native English speakers benefit by learning a second language. English learners (ELLs) are not separated from their peers. These students are taught in their mother tongue but still in the 'American' classroom they need, both for cognitive and social benefits.

• Another form of Bilingual Education is the type of Dual Language program that has students learning in two different ways: 1) Various academic subjects are taught in the language of the two students, with specially trained bilingual teachers who can understand students when they ask questions in their native language, but always answer in a second language; and 2) Indigenous literacy classes improve students' writing skills and high-level language skills in their first language. Research has shown that many of the skills learned in the original language can be transferred easily to a second language later. In this type of program, the original language class does not teach academic subjects. The second language class is content-based, rather than grammar-based, so students learn all their academic subjects in a second language. Double language is a type of bilingual education in which students learn about reading and writing in two languages. In the United States, most of the programs are English and Spanish but new partner languages ​​have emerged lately such as Japanese, Korean, French, Mandarin, and Arabic. The concept of Double Language promotes bilingualism, raises awareness of cultural diversity, and higher levels of academic achievement by using lessons in two languages.
• End-Out or Development Bilingual Education. Education in the child's native language for a long duration, accompanied by an education in English. The goal is to develop literacy in the native language of the first child, and transfer this skill to a second language. This education is ideal for many students learning English, but in many ways resources for such education are not available.

Maps Bilingual education

Myths about bilingual education

Many myths and many prejudices have evolved around bilingual education. Researchers from the UK and Poland have listed the most powerful misconceptions:

• that bi- or multilingual is an exception to the 'normal' monolingual 'norm';
• that in order to obtain the label 'bi-/multilingual', one must have the same command, 'perfect', 'nativelike' of the second/all of its language;
• that childhood bilingualism can be detrimental to linguistic and cognitive development and consequently leads to worse outcomes in school;
• that exposing a child to more than one tongue can cause damage or lack of language, or that for children who have been diagnosed with a bilingual disorder means too much unnecessary pressure and effort;
• that children do not have enough time to learn both languages, therefore it is better if they only master the majority language.

These are all dangerous beliefs that have long been argued, but still survive among many parents. It is important to understand what is the decision to send a child to a bilingual school. Decisions should be based on the appropriate age, curriculum, and preferences of the child.

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By country or region

Africa

In Africa, countries like Mozambique have taken the lead in bilingual education. The Ministry of Education and Human Development has made basic education fully bilingual by 2017. Children will be taught 16 dialects of Mozambique during their early school years. Many African countries introduce native languages ​​as subjects and educational tools throughout a commonly used foreign or international language. Mother tongue instruction is terminated immediately during the school cycle and leaves only the established international language. This is a disadvantage that contributes to a lack of motivation on the part of teachers, students, and parents.

Senegal

Although bilingual schools exist, the majority of Senegalese schools teach in French and follow the French system. However, research shows that about 80% of teachers use 'local language' to communicate with all their students.

Asia

Asia is the largest and densest continent on earth, located mainly in the eastern and northern hemispheres. It covers a large number of countries, some of which are grouped into sub-regions.

China

In the autonomous region of China many children from the country's major ethnic minorities attend public schools where instructional media is a local language, such as Uyghur or Tibet. Traditionally, the textbooks there are slightly different from the translated versions of the books used in Chinese schools across the country; However, in 2001, a step was taken to create more teaching materials with locally based content.

Chinese classes as a second language are also offered in these minority schools, and the central government seeks to increase efforts to make them more effective. A law passed in February 2001 was reserved for Chinese classes as a second language in ethnic minority schools to begin in the early years of primary school whenever local conditions were possible, rather than in the senior year of primary school, therefore practice before.

On the other hand, it has been reported that China has been used as a medium of instruction in some autonomous districts although less than 50% of the population "speaks and understands some Chinese"; this discrepancy is considered to have contributed to the low grades received by students on Chinese math and language exams.

Hong Kong

In Hong Kong where English and Cantonese are official, both languages ​​are taught in schools and are compulsory subjects. Either British or Cantonese are used as instructional medium for other subjects. More and more Mandarin schools operate in Hong Kong as well since 1996. Chinese Language Studies are mandatory in the early years (from grade 1 to grade 9). Hong Kong also has a bilingual education program that uses Cantonese and Hong Kong Sign Language.

Macao

Chinese and Portuguese are the official languages ​​of Macau, but English plays an unofficial and very prominent role. English is the language of instruction at the University of Macau and in some secondary schools. Other schools use Cantonese as the medium of instruction. In 2013 there is a Portuguese secondary school.

Japanese

In Japan, the need for bilingualism (mostly Japanese and English) has been demonstrated, and there are some scholars who advocate teaching children's subjects such as mathematics using English rather than Japanese. As part of this proposal, subjects such as history, however, will be taught only in Japanese.

On the island of Hokkaido, the indigenous language of the Ainu and endangered people received a renewed interest with the establishment of a small number of bilingual Ainu-Japanese elementary schools.

The non-Japanese, non-native to Japan biggest minority is Korean. The bilingual education in Korean is provided by the Korean international school, which is more affiliated with Chongryon.

Middle East

Arab World

Schools in the Middle East follow a double or triple language program. This three-language program is most commonly found in Lebanon, Tunisia, Syria, and is often applied also in Egypt. History, grammar, literature and Arabic are taught in the native language (Arabic), whereas Math and science are generally taught in English and/or French. In Lebanon, however, science and math are taught in French or English, depending on the school administration or grade level. It is not uncommon to find French or English schools, although these institutions are primarily international companies.

In most of the Gulf countries as well as Jordan, English was introduced as a second language earlier in addition to the mainstream media of instruction, Arabic. But in Iraq, three-language programs, such as in Lebanon and Syria, are normal, except that instead of using French, Kurds are taught alongside Arabic and English because of Iraq's large minority Kurdish minority in the north, and bilingual official language policy regarding the Kurds.

In Morocco, Berber can be used as a regional media of basic education, with a wider use of French and Arabic in higher classes. Due to Moroccan history of French colonialism, single French-medium education is vast.

Israel

Usually, Israelis are taught in Hebrew or Arabic depending on religion and ethnicity. In the standard education system, a thorough study of English is mandatory, and depending on the mainstream media of education, Arabic or Hebrew is introduced as a third language with a significantly less emphasis placed on the attainment of strong proficiency. In the Hebrew-medium program, other foreign languages ​​such as French, German, Russian, or Yiddish can often be studied as well.

Israel is also home to several international schools where the only educational medium is English or French. In general, since English is taught from the beginning in all Israeli schools, most Israelis become bilingual comfortable, as will be seen in the Netherlands or Scandinavian countries. This is in combination with most English language programs on television that are only subtitled and rarely dubbed.

The recent peace initiative has also resulted in a small number of bilingual and multi-religious schools where both Hebrew and Arabic are used in the same emphasis. Hand in Hand: Jewish Arab Education Center in Israel runs four bilingual schools, and Neve Shalom's peace village also hosts a local school.

Mongolia

There is a long-standing urge to teach at least one language other than Mongolian. Russian is traditionally taught during high school and high school. After the 1990 transition to democracy, English has gained more ground in Mongolian schools. Today many public schools at all levels teach another language that is usually English, Russian, Korean, Japanese or Chinese. Although the core curriculum in Mongolia, it is generally encouraged by the government and society that students must have some secondary language commands when they graduate from high school. There are also other private schools that teach their curriculum in English.

South Asia

South Asia is a southern region of the Asian continent, composed of sub-Himalayan countries of South Asia for Regional Cooperation (SAARC) and, for some authorities, adjoining countries in the west and east.

Bangladesh

In Bangladesh, Bengali is the first language. However, it has a colonial past and English is widely used in administration, schools, courts etc. Bangladeshi children start English as a Second Language at a young age (mostly from the age of 5-6 years). In the National Curriculum, English is given importance and is taught compulsorily until the twelfth grade. There is a government-approved curriculum as well as other international education systems that maintain English as a 'medium of instruction'.

India

The official language of the Indian Society is Hindi and English, with 21 other regional languages ​​holding co-official status, including: Assamese, Bengali, Bodo, Dogri, Gujarati, Kannada, Kashmiri, Konkani, Maithili, Malayalam, Manipuri, Marathi, Nepali, Odia , Punjabi, Sanskrit, Santali, Sindhi, Tamil, Telugu and Urdu.

Education in India follows the Three languages ​​formula, in which children must be taught English (or medium of instruction in schools, grades 1-12), Second Language (grade 1-10) is the official language of the country (In most non-Hindi countries ) or Hindi (in other countries), in some states some schools offer a choice between the Language and Hindi Language, and the third language (classes 5-8, often Hindi (in non-Hindi countries) if students choose Hindi as a second language, foreign language or Sanskrit). The exception is Tamil Nadu where only Tamil and English are taught.

High school English often gets help from parents, especially in urban areas, because of the international prestige of the UK, the legacy of Colonial India, its use in Indian business and a medium of instruction in most universities in India.

Pakistan

Southeast Asia

is a sub-regional of Asia, comprised of countries geographically southern China, eastern India, western New Guinea and northern Australia.

Philippines

In July 2009, the Ministry of Education moved towards learning a language-based mother at first by issuing an order allowing two alternatives to a three-year liaison plan. Depending on the adopted bridging plan, the Filipino and English languages ​​should be phased out as the medium of instruction beginning in the third and fourth grade. Other Filipino languages ​​are taught in schools, colleges and universities located in their respective provinces.

In 2007, President Gloria Macapagal-Arroyo signed a directive in Spain that will reintroduce teaching and learning Spanish in the Philippine school system beginning in 2008. The order, Memorandum Order No. 276, s. 2007, issued on 29 November 2007, ordered the Ministry of Education to encourage the teaching and learning of Spanish across the country.

Singapore

In Singapore, education is bilingual. Media instruction in English and learning the mother tongue is mandatory. Mother tongue subjects are usually Mandarin, Malay or Tamil, other official languages ​​of Singapore. They are taught to pre-university level. Previously, students attend high school English or "local school", taught in one of the mother tongue. In 1960, the government law standardized the main medium of instruction to English, with different vernacular languages ​​("mother tongue") allocated as a second language.

Students may also choose to study a third language (German, French, Japanese, etc.) in high school and junior high school or, if their respective schools do not offer language, the MOE Language Center. However, this option is limited, to the top 10% of each PSLE ​​cohort; third language students must also have an A for their English and their second language. Singapore students returning from abroad who do not learn a second language can be released from their mother tongue and learn another second language in place of the mother tongue; however, such exceptions are rare and are only provided on a case-by-case basis.

Thailand and Malaysia

Since the mid-1990s the bilingual approach to school and higher education has become popular in parts of Southeast Asia, especially in Thailand and Malaysia where different models have been applied, from L2 immersion (content taught in non-native languages) to parallel immersion, in which the core subjects are taught in both mother tongue and second language (usually English).

English has been taught in schools in Malaysia because it is a Commonwealth country (former British colony). During the 1980s to the 1990s, when the school was nationalized under the government of Prime Minister Mahathir Mohamad, English became a second language not the primary language of instruction. The Malaysian government reversed its decision that Mathematics and Science be taught in English, but implemented programs designed to improve the teaching of English in schools. The decision has spawned many debates, with various groups arguing and opposing the use of English in schools. With local schools and prominent dialect usage, some Chinese and Indian children become trilingual, speaking Malay, English and their mother tongue or dialect. However, English is still widely used as a trading language and de facto academy.

The English for Integrated Study (EIS) project model started in 2003 at Sunthonphu Pittaya Middle School (SPSS), Rayong, Thailand, is an example of using English for an integrated study in Mathematics, Science and IT, taught by non-native English speaking Thai language teacher. By 2015 it is expanded to 500 schools throughout Thailand. The project is under the auspices of the Burapha University International Studies Program. Wichai Wittaya Bilingual School in Chaing Mai (1995), Siriwat Wittaya Bilingual School in Bangkok (2004), Chindemanee School Program (2005), The Sarasas model, pioneered by Sarasas school affiliates in Thailand, is an example of parallel immersion. Panyaden School is an example of a private bilingual school in Northern Thailand that provides students with English-English education (each class has a Thai language teacher and a native English speaker).

The difficulties and characteristics of US experience disputes have not been replicated in these Asian countries, although they are not without controversy. In general, it can be said that there is widespread recognition of the need to improve the competence of English in the population, and the bilingual approach, in which language is taught through subject content, is seen to be the most effective way to achieve this. The most significant limiting factor is the lack of competent teachers in linguistic languages ​​in the second language and the costs involved in the use of native foreign speakers for this purpose.

Australia

In Australia, some schools teach bilingual programs that serve children who speak languages ​​other than English. Baldauf explained that these programs are now beginning to benefit from government support. Bilingual education for Native students, however, only received intermittent official support. In the Northern Territory, for example, the bilingual program for Native students began with the support of the Federal Government in the early 1970s, but in December 1998 the Northern Territory Government announced its decision to shift $ 3 million from 29 bilingual programs to the Territory whose vast language teaching program English as a second language. In 12 months, though the government has softened its position. Most bilingual programs are allowed to continue in the guise of two-way education. Then on August 24, 2005, the Minister of Work, Education and Training announced that the government would "revitalize bilingual education" in 15 Community Education Centers: Alekerange, Angurugu, Borroloola, Gapuwiyak, Gunbala, Kalkaringi, Lajamanu, Maningrida, Milingimbi, Ramingining, Ngkurr, Shepherdson College, Numbulwar, Yirrkala and Yuendumu. This revitalization is structured as part of an effort aimed at "providing effective education from pre-school to upper secondary in each of the 15 Territory Community Education Centers". Like Harris & amp; Devlin (1986) observes, "Aboriginal bilingual education in Australia represents more than various educational programs, it has been a measure of non-Aboriginal commitment for both assimilation or cultural pluralism." In 2008 again shifted with the government trying to force the remaining nine bilingual schools to teach the first four hours of classes in English.

Europe

Almost all of the various EU institutional sites, the European School has been created to enable staff to have their children receive their education in their native language, and at the same time to foster the spirit of Europe by (teaching) at least two other European languages.

Basic instructions are given in eleven official EU languages: Danish, Dutch, English, Finnish, French, German, Greek, Italian, Portuguese, Spanish, and Swedish. In the expansion of the Union with 10 countries in 2004 and two more in 2007, the new EU official language was added. The mother language of the student (L I) therefore remains his first language throughout the School.

As a result, each school consists of several parts of the language. The curriculum and syllabus (except in the case of the mother tongue) are the same in all parts.

In schools where the creation of separate parts of the language can not be justified based on the number of students, the teaching of the mother tongue and perhaps the mathematics is provided.

To foster School unity and promote true multicultural education, there is a strong emphasis on learning, understanding and the use of foreign languages. It was developed in a variety of ways:

The study of the first foreign language (English, French, or German, known as L II) is mandatory throughout the school, from the first year of primary to Baccalaureate. In high school, some classes will be taught at L II.

All students must learn the second foreign language (L III), starting second year of high school. Any language available in the School can be selected.

Students can choose to study a third foreign language (L IV) from the fourth year of high school.

The language class consists of mixed nationalities and is taught by native speakers.

The weekly "European Clock" in elementary school brings kids from all sections to cultural and artistic activities and games.

In high school, classes in art, music and sport always consist of mixed nations.

From the third year of high school, history and geography were studied in the student's first foreign language, also called "working language" (English, French, or German). Economics, which can be taken as an option from the fourth year of high school, is also studied in working language. From the third year, therefore, all subjects of social science are taught to mixed nationalities groups.

Belgium

Belgium has three official languages: Dutch, French, and German. The Constitution guarantees free education, so private schools can use any language, but state schools (which are re-admitted) teach in the local language of the language in which it is located. For Brussels, which is a bilingual French-Dutch region, schools use Dutch or French as a medium.

Although Belgium has two major languages ​​(Dutch in Flanders, and French in Wallonia), bilingual instruction is rare because Belgian law only allows education in one official language. In Flanders, two-language instruction is only allowed as a short-term project.

French

France has one official language, French. However, regional provincial languages ​​including Corsica, ProvenÃÆ'§al, Alsacien, Occitan, and Breton have charter protection, and bilingual education programs and selected regional language courses have been established. However, due to the strict French language policies imposed by the national government, no centralized funds are allocated for these programs. All funding is at the municipal level, with many regional languages ​​facing extreme danger. France is known for maintaining its linguistic and cultural roots, and speaking a language other than French or mixing French with other languages ​​is seen as low. This is clearly the French education system, where French is highly prioritized over other languages ​​and the emphasis is not only on maintaining the French language, but also encouraging students not to integrate French with other languages.

Dutch

In the Netherlands, there are about 100 bilingual schools. In these schools, the first language is Dutch, while the second language is usually English and sometimes German. In Friesland province, where West Frisian is the official language, some primary schools are three languages, teaching in Dutch, Western Frisian, and English. Most of the bilingual high schools are TVWO (Scientific Education of Bilingual Preparation), but THAVO (Secondary Education Second Class English) and TVMBO-TL (Bilingual Preparation Education - The Theoretical Learning Path) have been introduced as well.

Republic of Ireland

The Republic of Ireland has two official languages, Irish and English. With the dangerous Irish language, as well as the existence of an area where Ireland is still pronounced as a native (referred to as the Gaeltacht), the Irish constitution protects and is entitled to an education to be established through both formal language media, and likewise.

An Irish high school referred to as Gaelscoil (plural, Gaelscoileanna) This movement has been filled with some success in 10% of schools in Ireland conducted in Irish. The movement has also succeeded in building schools in urban and rural areas, ranging from Dublin and Cork, to the traditional Gaeltacht areas.

Spanish

Andalusia

In Andalusia (Spain's second most southern region), things have changed drastically about bilingual education since the introduction of Plurilualual Promotion Plans by autonomous governments. The plan was born as a realization for the Andalusian region of the European language policy on language teaching and learning. With special powers in the last ten years, bilingual education has worked in most elementary schools.

In addition to this new European scene, the Scheme for Promotion Plurilingualism has learned much from the first experimental bilingual section established in some schools by the Andalusian government in 1998. Following a content-based approach, France and Germany used to partially teach other subjects. This successful experience, such as showing international tests given to students, is the starting point for a more ambitious scene, where 400 schools will be involved in the next four years, more languages, especially English, will take part, and many investigations and implementation of the Integrated Curriculum language should be done.

Recognizing the importance of the Andalusian community to adapt to the new scenario, the big government plan, called "the strategy for the modernization of both Andalusia", was designed in 2003. This document also underscores the diversity of languages ​​as a valuable source of wealth and human heritage worth keeping.

Then it is clear that schemes are needed to implement this new language policy in the region, especially those that affect education, with clear goals, time and funding.

This scheme will be developed through five major programs as well as organizational and assessment plans.

The programs are:

• Bilingual schools
• Language Official School
• Plurilingualism and teachers
• Pluralityism and society
• Organization and rating plan.

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Negara Basque, Navarre, Galicia, Catalonia, Valencia dan Kepulauan Balearic

In addition to Castilian Spanish being the main official language of Spain, the kingdom also has some official regional languages ​​which enjoy equal and unbiased protection and promotion of the constitution: Catalan/Valencian (in Catalonia, Valencia and the Balearic Islands), Galicia (in Galicia) , Basque (in the Basque Country and northern zone of Navarre) and Aranese (in Val d'Aran, Catalonia).

Many bilingual schools in the local language as well as Castilian both at the primary and secondary levels. Regional universities also often provide programs through regional media. Education in all co-official languages ​​is used to receive national and regional funding.

Unlike France where local languages ​​face tremendous threats and possible extinction, Spain's long established approach to making bilingual regional education obligatory often serves as a model for the survival and development of language derived from the country.

Swedish

Sweden has one official language and five recognized minority languages, although Sweden is by far the only one where education is offered. During the 21st century more and more schools began to offer national programs in English.

English and dependencies

The English islands have several native languages ​​besides English. These include Welsh (official in Wales), Ireland, Manx Gaelic, Cornish, Scottish Gaelic, and Scottish (which is sometimes regarded as an English dialect).

Scotland, Northern Ireland, Wales, Cornwall, and the Isle of Man each have bilingual programs that provide education through their native language media. Most often, except for the Manx and Cornish cases, these programs exist where the language is communally spoken as the first language.

Wales

About a quarter of schoolchildren in Wales are now receiving their education through the Welsh media, and children who want to join the Welsh high school (Welsh: ysgol Gymraeg ) no need to talk to Welsh to go to one of them if they are young enough to learn the language quickly. Welsh middle education has met with great success in Wales since the first school opened in the 1940s. There are current plans to extend further provision in urban centers such as Cardiff, Newport, Swansea and Llanelli to meet growing demand; this has caused controversy in some areas.

Areas that use Welsh language use Welsh-medium education almost exclusively. Parents have the legal right for their children to receive education in Welsh, and every local authority serves for this. On the western side of Wales, Carmarthenshire, Ceredigion, Gwynedd and Anglesey, most primary and secondary schools are Welsh or bilingual. About 75-80% of all students in Carmarthenshire and Ceredigion receive their education through the Welsh media, with this figure rising in Gwynedd to about 90%.

In high school English, Welsh studies are mandatory and should be taught from 5 to 16 years old in all state-funded schools.

Northern Ireland

Irish Gaelic received official recognition in Northern Ireland for the first time in 1998 under the Good Friday Agreement. The cross-border agency known as Foras na Gaeilge was established to promote the language in Northern Ireland and the Republic. The British Government in 2001 ratified the European Charter for Regional or Minority Languages. Irish Gaelic (Northern Ireland only) is defined in Part III of the Charter, thus providing a degree of protection and status somewhat comparable to that of Welsh in Wales and Scottish Gaelic in Scotland. These include special efforts in relation to education, translation of the law, interaction with public authorities, the use of placenames, media access, support for cultural activities and other matters (while the Ulster variant of Scotland, known as (Ulster Scots, under Part II of the Charter.)

The Education (Northern Ireland) Order of 1998 states: "It will be the duty of the Department (Education) to encourage and facilitate the development of Irish-medium education."

There are no middle-class Ulster Scots schools, even at the base level.

America

North America

Canada

English and French

In Canada, education is under the jurisdiction of the province. However, the federal government has been a strong supporter for establishing Canada as a bilingual state and has helped pioneer the French immersion program in public education systems across Canada. In France-immersion, students without previous French training, usually starting in kindergarten or grade 1, do all their schoolwork in French. Depending on the jurisdiction of the province, some provinces also offer advanced French courses starting in 5th grade offering relatively more courses in French. In this case students take French immersion up to grade nine but can continue all their high school education. Similar British immersion programs exist for Francophone children.

Education is generally monolingual in either English or French according to the majority population in which the school is located. The second official language introduced with the allocated time is provided each week for instruction in the language as the subject.

Quebec

Quebec is the only monolingual French-speaking province in Canada. Under section 59 of the Canadian Constitution Act of 1982, states that not all language rights listed under Canada's official bilingualism policy in the previous section 23 will apply in Quebec. In particular:

(1) In Quebec, a child may be educated in English only if at least one parent or sibling is educated in Canada in English.

(2) In New Brunswick, the only official bilingual province in Canada, students have the right to education in the official language they understand; students who can understand both languages ​​have the right to education in both systems.

(3) In Canada, a child may be educated in French if at least one parent or sibling is educated in Canada in French, or if at least one parent has French as his mother tongue (defined in article 23 as "the first language studied and still understood ").

One of the practical consequences of this asymmetry is that all migrants arriving in Quebec from foreign countries are required to place their children in French-language schools. These include immigrants whose native language is English and immigrants who accept their schooling in English.

On the other hand, Section 23 provides an almost universal right for an English-speaking school for Canada-born anglopon children living in Quebec. Section 23 also provides, in theory, an almost universal right to a French-speaking school for children of all francophones living outside of Quebec, including immigrants from French-speaking countries living outside of Quebec, and who are Canadian citizens.

Another element of asymmetry between Quebec and most of the anglophone provinces is that while Quebec provides primary and secondary education of general English throughout the province, most other provinces only provide French language education "where the numbers ring."

First Nations and Inuit resettlement

Canada also has a bilingual program for First Nations languages ​​on many Canadian Aboriginal reserves combined with English, French, or both. Some programs are gradually being formed, while others have long been established. The most prominent bilingual programs available include Inuktitut, Inuinnaqtun, Cree, Blackfoot, Ojibwe, Mohawk, Mi'kmaq, and Salish Pacific Coast languages.

Many of these programs were founded in the late 1980s and early 1990s by academic linguists who wanted to preserve the language, in particular - in areas where there was a healthy speaking base, or harm to the remaining two speakers of the language.. Prior to this, in the late 1970s and early 1980s, the First and Inuit States in Canada, as Native Americans in the United States, were forced into the settlement schools imposed on them by the Canadian government to integrate cultures native into the European-Canadian community. This comes with the loss of language, religious beliefs and culture dramatically because of the widespread use of physical and mental punishment. In 2010, new programs are mushrooming all over Canada to try to save the remaining, but often meet with challenges of success and funding at federal, provincial, and reserve levels.

Other minority languages ​​

In the province of British Columbia, the city of Vancouver since 2002 has established a new bilingual Mandarin Mandarin-English immersion program at the primary school level to accommodate Vancouver's historic and now-Chinese relations with the Chinese-speaking world, already by itself has a very large local Chinese population to the city. Six Vancouver schools have so far adopted the program, and the secondary school pathway to continue is being designed. The other suburbs in the so-called Regional District of Greater Vancouver are also considering adopting this program to a small number of schools. A similar program is being developed for Hindi and Punjabi to serve in representing the great South Asian cultural community and its interests in Surrey City. By default, most schools in British Columbia teach through English, with the option of French immersion available. In both English and French schools, one can study and take government exams in Japanese, Punjabi, Mandarin, French, Spanish and German at the intermediate level.

In Alberta, the city of Edmonton has had a bilingual education program (Edmonton Chinese Bilingual Education Association) since 1982. The program is currently offered in 13 schools across the city consisting of 6 elementary schools, 4 junior high schools and 3 high schools. Students enrolled in one primary school spend half a day studying in Chinese and the other half in English.

In Manitoba, the Ukrainian society has played a vast role in the development and history of the province. Therefore, the English-English Bilingual education program has long been established, in addition to the smaller programs that introduce and apply French, Iceland in the city of Gimli, and the languages ​​of First Nations.

Private Islamic and Jewish schools in Canada also have bilingual and trilingual programs that include Arabic or Hebrew.

In Cape Breton and other parts of Nova Scotia, a number of secondary schools now offer the option of taking an introductory course in Scottish Gaelic, reflecting the province's brief and dark history with the diaspora of Gaelic and Scottish Highlands.

United States

The bilingual education in the US focuses on English Language Students (ELL).

The emphasis on English denies that students have a dominant language as part of their identity and culture that will continue to evolve over time. According to the US Department of Education website, the bilingual education program is "an educational program for students proficient in English". (The Office of English Language Acquisition, 2009). The term "limited English skills" is still used by the federal government, but it is not preferred elsewhere. According to the Bankstreet Literacy Guide, this shift is due to the fact that the term ELL represents a more accurate reflection of language acquisition. The term "English learners" is now preferred in schools and educational research to refer to students whose first language is not English and who need language support services to succeed in school.

In the United States, proponents of practice argue that it will not only help to keep non-English speaking children from lagging behind their peers in math, science, and social studies when they master English, but such programs teach English is better than English. - a program. For many students, the process of learning literacy and new languages ​​simultaneously is just an extraordinary task, so the bilingual program begins as a way to help the student develop the first literacy of the original language - a study by Cummins, a principal investigator in the field, demonstrates that skills such as literacy developed in the first language will be transferred to English. Opponents of bilingual education argue that it delayed the mastery of English students, thus inhibiting the learning of other subjects as well. In California, where at least a third of students enrolled in bilingual classes in the mid-1990s, there was a lot of politicking for and against bilingual education.

The first example of bilingual education in the United States occurred with Polish immigrants in the first permanent settlement of Britain in Virginia in what is now the United States. Poland gave the field community produced to prevent the sinking of the ship, and glass worked among other industries. When the House of Burgesses met in 1619, the right was extended only to Englishmen. Poland, in turn, launched the first recorded strike in the New World. In desperate need of their skills and industry, Poland received "the right of the English," and established the first bilingual school with subjects taught in English and Polish. From the beginning of this first documented history, bilingual education exists in some form or another in the United States. During the 18th century, Franciscan missionaries from California to Texas used native languages ​​to translate and teach Catholic catechism to Native Americans. In the mid-19th century, public and private bilingual schools have included native languages ​​such as Czech, Dutch, French, German, Norwegian, Spanish, and Swedish. Ohio became the first state in 1839, to adopt a bilingual education law, which allowed the teaching of German-English at the request of parents. Louisiana enacted the same provisions for French and English in 1847, and the New Mexico Region did so for Spanish and English in 1850. By the end of the nineteenth century, about a dozen states had passed similar laws. Elsewhere, many regions provide bilingual instruction without state sanctions, in varied languages ​​such as Norwegian, Italian, Polish, Czech, and Cherokee. Starting in 1959, public schools in Miami introduced a bilingual program. In 1968 US, with Title VII of the Basic and Intermediate Education Act, or, informally, the Bilingual Education Act, the first Congress mandated a bilingual education to grant immigrants access to education in their "first" language. The law was amended in 1988. Federal spending on bilingual education jumped from $ 7.5 million in 1968 to $ 150 million in 1979.

The 1974 US Supreme Court decision, Lau v. Nichols , providing further momentum for bilingual education. Here, the Court stated that San Francisco schools violate the rights of minority language students when they educate students in the same class as other students without special provision.

Together, the Bilingual Education Act and the verdict Lau v. Nichols mandates that schools need to at least provide some type of service to support English learners, although it is not specified what type of educational program is required to be provided. Thus, both bilingual and English programs only evolved after the law and court rulings.

The Bilingual Education Act was suspended in 2001 by a new federal education policy, with the issuance of No Child Left Behind by the US Congress. The Act does not offer support for native language learning, but emphasizes accountability only in English, and mandates that all students, including ELL, are tested annually in English.

The majority of US high school students in the United States should take at least one to two years of a second language. Most of these classes are French or Spanish. In a large number of schools this is taught in a way known as FLES, where students learn about a second language in a manner similar to other subjects such as math or science. Some schools use an additional method known as FLEX in which the "nature of language" and culture are also taught. High school education hardly ever uses "dipping" techniques.

Controversy in the United States

Recently there has been much discussion about bilingual education. In a US Supreme Court ruling in 2009, Horne v. Flores, majority opinion stated, "The study of the ELL instruction shows there is documentation, academic support for the view that SEI (Immersion of Structured English) is significantly more effective than bilingual education."

Proponents of bilingual education claim that it is not only easier for students to learn English if they are literate in their first language, but that the students will learn English better and become bilingual and dodged. One study shows that English learners who are introduced to a transitional bilingual program gain considerable English understanding and reading skills. Proponents further claim that an effective bilingual program strives to achieve proficiency in English and home language of students. A bilingual or two-way bilingual program is one such approach, in which half of the students speak English and half are considered English learners (ELLs). Teachers teach in English and in the home language of ELL. The dual purpose of this type of class is to teach children a new language and culture, and the diversity of language in such classes is seen as a resource. Programs in English only eradicate the native languages ​​immigrants bring to this country, while bilingual bilingual programs serve to retain the language in an "additional" context, where new languages ​​are added without the first loss. One paper states that two-way bilingual development programs in primary schools have the greatest success in the long-term academic achievement of minority language students. These students will retain their advantage in academic achievement in the middle-level academic class. Other studies have shown positive results from two-way bilingual education programs. Other studies have shown that transitional bilingual education methods can improve the development of native languages ​​without impeding the development of English. Some mistakenly believe that once a student can speak in English (Basic interpersonal communication skills - BICS), they will naturally perform well academically (cognitive academic language skills - CALP) in English. It has been postulated that BICS and CALP are two different sets of skills.

Opponents of bilingual education claims that students with other major languages ​​besides Spanish are placed in Spanish classes rather than taught in their native language and that many bilingual educational programs fail to teach English students. Critics of bilingual education state that research that supports bilingual education tends to have poor methodology and that little empirical support supports it.

Controversies over bilingual education are often involved in larger political and cultural contexts. Opponents of bilingual education are sometimes accused of racism and xenophobia. This is especially true in the case of groups like English First, which is a conservative organization that promotes the stance that English should be the official language of the United States. In Milwaukee, Wisconsin and other cities, Education Minister Young Tuan, Tony Baez and others held parades and other activities to promote bilingual education. Supporters of bilingual education are often accused of practicing identity politics, to the disadvantage of children and immigrants.

"To assist and monitor the English learner (ELL) education through mother tongue and English education, the federal government passed the Bilingual Education Act (Title V11) of the Basic and Secondary Education Act in 1968. As a branch from President Lyndon B. Johnson's war against poverty, it seeks to help minority students-the marginalized languages, especially Hispanics, Unfortunately, these actions are somewhat ambiguous.As Crawford (2000a) writes' endorsed by the Great Society, bilingual educational action of 1968 passed the congress without single dissent.The Americans have spent the last 30 years debating what needs to be resolved '. "(p.Ã, 107).

California

California is the state with the highest English Language (ELs) in the United States. One in three students in California is EL. In June 1998, Proposition 227 was passed by 61% of California voters. This proposition mandates that EL be placed in a structured English immersion for an "unusually over a year" period, then transferred to the main class taught "very in English." This proposition also gives parents the possibility to request an alternative program for their children, however, the availability of lightness and information to parents has been a challenge in the implementation of this proposition.

In 2000, the California Department of Education contracted with the American Institutes for Research (AIR) and WestEd for a five-year evaluation of the Proposition 227 effect. The study methodology focuses on "The combination of student achievement analysis, telephone interviews, case study case visits, and written surveys are used for examine questions such as how the proposition is applied, which EL services are most effective and least effective, and what unintended consequences result from the implementation of Proposition 227. "

The authors caution about limitations in data across states. California does not have the capacity to link students' academic progress over time throughout the year; however, using data associated with the student level over time from the Los Angeles Unified School District, and supplementing the analysis with surveys, field visits and interviews, the study found "there is no evidence to support an instructional program over another." Students who remain in bilingual education have similar academic growth trajectories when compared to students switching to English Immersion.

California, among other countries, also has many public schools that have the Immersion program, the most common Spanish/English Immersion but also including other languages. The immersion program includes native speakers from both languages ​​and includes instruction in both languages, with primary school (class) typically having 90% of instruction in minority language in the early class, transitioning to 50% of instruction in each minority language and English in the upper class.

Arizona

California was followed by Arizona in a similar law section, Arizona Proposition 203, which ended several programs previously available to ESL students. Arizona was the first state to provide bilingual education in the 1960s.

Georgia

During the 1990s, the state of Georgia increased its foreign-born population by 233%. It is the second largest increase in the country, and Georgia is the sixth fastest growing country in the United States. Georgia has the seventh largest illegal immigrant population in the country; in the 2000 census, 228,000 illegal immigrants live in the state. During the 1980s and 1990s, a shortage of manpower in the carpet industry contributed to an increase in the Hispanic population in Whitfield County, Georgia. Currently almost half of the students in Dalton (Whitfield County center) public schools are Hispanic.

Erwin Mitchell, a local Dalton lawyer, founded the Georgia Project in 1996 to help teach the entry of Hispanic students who have moved to Dalton public schools. The Georgia Project partnered with Monterrey University in Monterrey, Mexico to take teachers from Mexico to the Georgia School. Sixty teachers from the University of Monterrey have been teaching in Georgia since 1997, and they usually teach for two to three years on an H-1B visa. The Georgia Project also has a Summer Institute that trains American teachers to speak Spanish and learn about Mexican culture. The Georgia Project is a bilingual/bicultural program funded primarily from federal education allocations.

Original American Reservations

Following the same First Nation model to Canada, academic linguists throughout the United States work closely with the Indigenous American reservation community to build an immersion and second language program for a number of different tribal languages ​​including Navajo, Hopi, Cherokee, Ojibwe, Lakhota and Sioux , among others. Due to the combination of frequent and violent relationships between European settlers and Native Americans, their languages ​​and communities have suffered dramatically in the face of extreme or extinct dangers. The success of these programs varies, depending on how healthy the status of the language is.

However, secondary education in English is still the most widely used. Indigenous programs often suffer from a lack of state support in terms of funding or encouragement because largely because of strong preferences for melting communities. Native American boarding schools, which imposed white American and English values ​​were used extensively in the late 1990s, and are notorious for applying corporal punishment if a Native child is caught speaking his language or freely practicing their tribal religion.

South America

Argentina

There are many English-Spanish schools in Argentina. Some of them are in the provinces where Ireland is part of the local Elite used to live. While medium to large cities tend to have several bilingual schools, bilingual education remains an exception rather than a norm and is generally reserved for the upper classes. No national bilingual program is available for public schools. Because of the ties that historically bind personal education to religious institutions, many of the bilingual schools in the country are Roman Catholic schools. For example, from three bilingual schools available in medium-sized cities such as Mar del Plata, two of them (Holy Mary of Northern Hills and Holy Trinity College) are practicing Roman Catholic schools.

src: calmatters.org

Influence of mother tongue instruction

Continuing to develop the mother tongue of children along with other languages ​​has proven essential for their personal development and education as they maintain their cultural identity and gain a deeper understanding of the language. Two studies of 2016 on mother tongue instruction in Ethiopia and Kenya each show that it has positive outcomes for students in both countries.

src: soe.lmu.edu

See also

• English as a foreign language or a second language
• Bilingual intercultural education
• Multilingual Education
• National Association for Bilingual Education
• Middle English Language Proficiency Test
• bimodal bilingualism
• Translate

src: image.shutterstock.com

References

Thomas, W.P., & amp; Collier, V.P. (1997). Two languages ​​are better than one. Educational Leadership, 55 (4), 23-26.

src: www.ewa.org

Further reading

• Baldauf, R.B. (2005). Coordinate government and community support for community language teaching in Australia: Review de

  Source of the article : Wikipedia