1. Enrique Arias Castaño

5. Do You Speak English - Big Train - BBC comedy.wmv

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

7. Intensification Bilingual
• Subject (English) • Curriculum is articulated
through the 2 languages
(content – language)
• 10 Hours • Language as a “resource”
• Language as an aim
• Content is a way to acquire
• Foreign language teachers the language
• Bilingual subjects –
• “Trained teachers” Specialists
• “no trained teachers”

9. Bilingualism
- Bilingualism as a social phenomenon
- Societal bilingualism
- Bilingualism as an element of cross cultural communication or
conflict
Bilinguality
-Bilingualism as an individual phenomenon
-Individual bilingualism
-Effects of bilingualism on mental processes

10. Interdisciplinary nature of bilingualism
Languages in contact
Common occurence of bilingualism
Domains of language use
Diglossia
Language shift

11. • More than the sum of two
monolinguals (Grosjean, 1985)
• Degree of bilingualism
• Language as a tool of cognitive
functioning
• Influence of feedback mechanisms
• Codeswitching in bilingual
development development

12. Definitions based on levels of proficiency
(maximal and minimal)
-balanced bilinguals
-semilinguals
Definitions based on use (functional)
-conversational fluency (BICS)
-academic language competence (CALP)

13. What conclusions can we come to
about the nature of bilingualism in
general, and as related to the
Colombian context in particular?

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

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

16. Preview-Review Methodology
Preview
(first language)
View
(second or target language)
Review
(first or second or foreign language)

17. 1 Teacher does not repeat in the other
language what has been taught in the first phase of the
class
2 `Bilingual` methodology but no codeswitching
Principle of language separation
3 Flexibility of different stages

18. Advantages and disadvantages of
´Preview-Review´
Objective of Cali Research Project (Marulanda, 1995)
To compare the level of acquisition of mathematical
concepts, using two instructional strategies: the
traditional method (all in English) and the `Preview-
Review` methodology

19. Advantages
Parents more involved in children´s learning of Maths
Students understood mathematical concepts more
easily
“A mi me favoreció porque primero lo hicimos en
español. Eso me dio una idea de lo que íbamos a
hacer en inglés
“porque con el español ya tenía más alternativas para
comprender el inglés”

20. Conclusions from study
Review-Review had helped most students understand
the new concepts presented
Results of Maths evaluations for Preview-Review
group were higher than for control group
Evidence that Maths class was more motivating

21. Team Teaching Methodology
Stage 1
Establishing the problem and bibliographical consultation
(English teacher)
Stage 2
Establishing knowledge and personal conclusions (Science
teacher)
Stage 3
Formulation of hypotheses and experimental design (Science
teacher)
Stage 4
Report of conclusions (English teacher)

22. Advantages and requirements of
Team Teaching
Language and academic or conceptual development are
seen as parallel processes
No danger of one being subordinated to the other
(different teachers)
Possibility of harmonious integration
Teachers need time and space to plan and develop
curriculum appropriately
Teachers need to be open and tolerant towards different
teaching styles and able to work together.

23. Team teaching and evaluation
Selection of appropriate content matter
Adjustment of language demands in evaluation of content
knowledge
Modification of scoring criteria
Informed expectations about rate of acquisition of measurable
language gains in specific skill areas

24. Implications
Preview-Review and Team Teaching as
methodological alternatives to current consensus
on dividing the curriculum into the use of English
and Spanish
Inclusion of different modules in different
languages in certain subject areas