myths in bilingualism in Colombia, and bilingual education

2. Myths and realities
From colonization to internationalization

4. 1. Myth: one view of bilingualism
Productive - Receptive Bilingualism
(Bialystock, 2001)
Simultaneous - Early Sequential – Late
Bilingualism (Baker, 2006)
Compound – Coordinate – Subordinate
bilingual (Baker, 2001)

5. Bilingualism
Definition
Maximalist Minimalist Functional
The almost native
control of two
languages
Bloomfiel
d, 1935
To have
linguistic abilities
even in a
minimal way
Macnamara,
1969
To use 2 or more
languages in daily
life, over regular
bases
Grossjean, 1982
“Bilingualism as a countenance”
(Hornberger 1989)

6. Bilingualism
authors definition
Bloomfield (1933, p55-56)
Baker (2006, p6)
Diebold (1964)
Thiery (1978, p146)
Grosjean (1982, p232)
Control - Native
Incipient bilingualism
True bilingual

7. One language
bilingualism
One bigger
than
the other

8. Definitions based on levels of proficiency
(maximal and minimal)
-Coordinated – compound
Definitions based on use (functional)
-conversational fluency (BICS)
-academic language competence (CALP)
Definitions of
Bilingualism

9. 2. Myth: knowledge vs. use
proficiency use
semilingual
balanced
(competence) (functional)
Basic Intercommunicative
Skills (BICS)
Cognitive Academic Language
Proficiency (CALP)
Communicative language teaching
(CLT)
Content-based or Content and Language Integrated
time
competence
time

10. Relación de competencia
comunicativa y uso de la
lengua
Suficiencia uso
semilingüe
balanceado
(maximalista and minimalista) (funcional)
Habilidades Interpersonales
Comunicativas Básicas (BICS en
inglés)
Suficiencia Lingüística
Cognitivamente Académica
(CALP en inglés)
Enseñanza comunicativa (CLT)
Aprendizaje Integrado de Lengua y Contenido (AICLE)
tiempo
competencia
tiempo

11. Jim Cummins’ Interdependence hypothesis
BICS in first language BICS in second language
CALP in first language CALP in second language
CommonCommon
UnderlyingUnderlying
ProficiencyProficiency

12. The Common Underlying Proficiency Theory
(The Iceberg Analogy)

13. Length of time needed to achieve age-appropriate
levels of contexts-reduced language proficiency
Leveloflanguage
proficiency
Monolingual
child
Second
language learner
Length of time
Development of context-reduced
fluency

14. Length of time needed to achieve age-appropriate
levels of contexts-embedded language proficiency
Leveloflanguage
proficiency
Monolingual
child
Second
language learner
Length of time
Development of context embedded
second language fluency

15. Comunication vs. Study
Comunicación
simple
Comunicación
simple
Comunicación
libre del contexto
Comunicación
libre del contexto
Comunicación ligada
del contexto
Comunicación ligada
del contexto
Comunicación
compleja
Comunicación
compleja
Language of
communication
Language of
communication
Language of studyLanguage of study

17. Let´s have a brain break

18. 3. Myth: mother tongue forbidden
time
knowledge
L1 L2

19. Code switching vs.
translanguaging

20. Dual language

21. Code switching vs. translanguaging

22. Monoglossic vs.
heteroglossic

23. 20th century geopolitics & bilingualism
Language groupsLanguage groups
territorializedterritorialized

24. Subtractive bilingualism
Language difference as a problem
L1 L2

25. Additive bilingualism
Monoglossic ideologies
Language as privilege for elite, their right
L1 L1+L2
+ L2

26. Bilingualism in 20th century
• A bicycle with two full separate wheels
• L1 + L2 = L1 + L2
• Balanced bilingualism

27. 4. Myth: Foreign Language or
second language
EFL
L2
knowledge
knowledge
L2
SL

28. 21st century geopolitical changes &
bilingualism
Non territorialized languages

29. 21st century
Dynamic bilingualism
Language as resource

30. Enacting dynamic bilingualism
Monolingual
English
Bilingual
English-Spanish
English as a
subject
English as a
source

31. Enacting dynamic bilingualism
Monolingual
English
Bilingual
English-Spanish
English as a
subject
English as a
source
Isolated
Subject-matters
Content and
Language
Integrated (CLIL)
English

32. Let´s have a brain break

33. 5. Myth: Bilingual education is
for elites

34. Types of Bilingual Schools
• International bilingual school
• National Bilingual school
• National school with intensification

36. Bilingual Education foundations
Monoglosic ideology Heteroglosic ideology
Subtractive
Bilingual
education
Additive Bilingual
education
Recursive
Bilingual
education
Dynamic
Bilingual
education
Language
ideology
monoglossic monoglossic heteroglossic heteroglossic
Linguistic
goal
monolingualism bilingualism bilingualism bilingualism
Linguistic
ecology
Lge shift Lge addition
manteinance
Lge
revitalization
plurilingualism
Bilingualism
orientation
Bi as problem Bi as enrichment Bi as right Bi as resource
Cultural
ecology
monocultural Mono to
biculturalism
Bicultural
multiplicity
transcultural
Types of
children
minority majority Non-dominant All

37. 6. Myth: Bilingual means English
• Multilingual & multicultural country
(Colombian Constitution, 1991)
• 69 indigenous languages and
communities (prestigous and majority
language)
• Blind and deaf people (Braille and Sign
languages): Spanish as a second
language education
• Spanish as a Foreign Language (ELL)
• French as an opportunity

38. Bilingual Education Types
Subtractive
bied
Addtive bied Recursive
bied
Dynamic
bied
Language
ideology
monoglossic monoglossic heteroglossic heteroglossic
Linguistic
goal
monolingualism bilingualism bilingualism bilingualism
types transitional Maintenance
Prestigious
Immersion
Immersion
developmenta
l
Polydirectiona
l-two way-
dual language
CLIL-CLILtype

39. Total immersion program
Types of Bilingual programs
% of
Lge
10
0
100 100 100 100 100 100 100 100 50 50 50
grade pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
Bilingual process

40. Partial immersion program
Types of Bilingual programs 2
% of
Lge
75 75 75 75 75 75 50 50 50 50 50 50
grade pre 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th
Bilingual process