THEORETICAL FRAMEWORK

            The theoretical framework of this website is developed based on an educational psychological perspective.The conceptual framework that I will use in this project is based on the theory of the existence of several advantages of bilingualism over monolingualism. The knowledge of two languages is increasing and is seen as an asset as the communication world gets smaller. There are several reasons to choose bilingualism over monolingualism (Baker, 2006; Eldridge, 2010; Gallagher-Brett, 2004). Bilinguals may present awakenings and deepens the interest in other languages, cultures and countries, creating more multicultural and global awareness (Baker, 2006). According to Adesope, Lavin, Thompson and Ungerleider (2010), the benefits of being bilingual go well beyond the addition of diversity of cultures and perspectives. Being bilingual provides several advantages in societal, economic and individual factors (Baker, 2006).

 

             Baker (2006) stated that there are several routes to bilingualism, some from birth, other later. Such routes to bilingualism can include acquiring two languages early on in the home, acquiring a second language on the street, in the community, in the nursery school, elementary or high school after childhood, learning a second or foreign language would be through adult language classes and courses or by informal interactions with others. However, school has been identified as the major institution expected to produce second language learning (Baker, 2006; Murphy, 2010).

Additionally, the theoretical perspective in this research is based in the idea of bilingual education is seen as the major institution expected to help individuals to achieve bilingualism (Baker, 2006). Milk (1985) explained that bilingual instruction allows second language to be developed naturally as a vehicle for learning and communication.The theory stated that bilingualism and biliteracy are positively developed by bilingual educational programs which will lead in successful academic achievement and nurtures sociocultural integration (Brisk, 2000). In other words, the intended outcome of bilingual education is to create a learning environment that promotes bilingualism and biliteracy and fosters positive attitudes for each language group and its surrounding culture (Baker, 2006; Murphy, 2010).

References

Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80 (2), 207-245.

Baker, C. (2006). Foundations of bilingual education and bilingualism (4^th Ed.). Buffalo: Multilingual Matters

Brisk, M. E. (2000). Quality bilingual education: Defining success. Northeast and Islands Regional Educational Laboratory, (1), 1-11.

Creese, A. & Blackledge, A. (2010). Translanguaging in bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94 (1), 103-115.

Eldridge, G. (2010). Thinking beyond deficit: The benefits of bilingualism. The International Educator, (1), 15-18.

Gallagher-Brett, A. (2004). Seven hundred reasons for studying languages. The Higher Education Academy, 1-44.

Mady, C. (2011). The results of short-term bilingual exchanges keep on ticking: Long-term impact of brief bilingual exchanges. Foreign Language Annals, 4(4), 712-726.

Malarz, L. (n.d.). Bilingual education: Effective programming for language-minority students. Membership, policy, and professional development for educators - ASCD. Retrieved from: http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Education@_Effective_Programming_for_Language-Minority_Students.aspx

Milk, R. D. (1985). The changing role of ESL in bilingual education. TESOL Quarterly, 19 (4), 657-670.

Murphy, A. F. (2010). Bilingual and bicultural: English-language learners and English-proficient students alike can achieve academic success through a dual-language program. Principal Online, 40-47.

Pedalino-Porter, R. (2000). The benefits of English Immersion: A powerful movement in bilingual education, spearheaded in California, advocates the integration of limited-English proficient students into English-instruction classes. Educational Leadership, 52-56.

MODULE 1: Exploring Bilingual Education

INTRODUCTION: Module 1 consists of a brief introduction to bilingual education. The goal of this module is to briefly describe the definition of bilingual education, its purpose and background.


 

 

EXPLORING BILINGUAL EDUCATION

 

Definition of Bilingual Education 

Cummins defined bilingual education “as the use of two languages of instruction at some point in a students’ school career” (as cited in Creese & Blackledge, 2010, p103). In addition, bilingual education integrates student’s home language and culture background into the curriculum, and uses knowledge in student’s first language as base for new learning in the second language (Bahamonde, 1999).

Purpose of Bilingual Education

The purpose of a bilingual program is to develop both student’s languages and literacy proficiency, leads them in a successful academic achievement, and encourages sociocultural integration (Brisk, 2000; Murphy, 2010). Therefore, the intended outcomes of bilingual education are bilingualism, biliteracy and biculturalism (Baker, 2006).

             Bilingual education has been practiced in a diversity of ways, in numerous countries and for thousand of years (Baker, 2006). According to Freeman, Freeman, and Mercuri (2005),bilingualism and encouragement of linguistic diversity have been present in human societies since ancient times. The historical origins of bilingual education lie well before the 20^th century (Baker, 2006). Freeman et al. (2005) explained that when education became available in the early times of human society, formal schooling was normally provided in more than one language. In fact, in that era of human history, when there was so little reading material, a person to be considered literate should be able to read in more than one language.

In the U.S., teaching in languages other than English is not something new. Since the country was founded, bilingualism and multilingualism has existed. In the 1800s, with the big number of immigrants getting in to the country, more than twelve states offered instruction in different languages (Freeman et al, 2005). Some of the languages taught were German, Swedish, Norwegian, Danish, Dutch, Polish, Italian, Czech, French, and Spanish (Baker, 2006; Freeman et al., 2005).

A summary of major events affecting the history of the U.S. bilingual education is given in the following video, and time line presented in Module 1: Activities.

The growth of bilingual education has been substantial, since there are currently about 400 dual language programs in the U.S. (CAL, 2011). Nowadays, interest in bilingualism and bilingual education continue growing because the changing demographics, ideologies, ethnicities and cultures in the U.S and the need to compete in a global economy (Baker, 2006; Freeman et al., 2005). Policy makers and educators have recognized how critical it is for Americans to become bilingual and even thought multilingual in the global economy (Freeman et al. 2005). In Module 2 more reasons for learning a second language are given.

References

Bahamonde, C. (1999). Teaching English language learners: A proposal for effective service delivery through collaboration and co-teaching. Journal of Education & Psychological Consultation, 10 (1), 1-23.

Baker, C. (2006). Foundations of bilingual education and bilingualism (4^th Ed.). Buffalo: Multilingual Matters

Brisk, M. E. (2000). Quality bilingual education: Defining success. Northeast and Islands Regional Educational Laboratory, (1), 1-11.

Center for Applied Linguistics (CAL). (2011). Directory of two-way programs. Retrieved from: http://www.cal.org/twi/directory/state.htm

Creese, A., & Blackledge, A. (2010). Translanguaging in bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94 (1), 103-115.

Freeman, Y. S., Freeman, D. E., & Mercuri, S. P. (2005). Dual language essentials: For teachers and administrators. Portsmouth, NH: Heinemann.

Meyer, M. M., & Fienberg, S. E. (Eds.). (1992). Panel to review evaluation studies of bilingual education: Assessing evaluation studies- The case of bilingual education strategies. Washington: The National Academies Press.

Murphy, A. F. (2010). Bilingual and bicultural: English-language learners and English-proficient students alike can achieve academic success through a dual-language program. Principal Online, 40-47.

Pedalino-Porter, R. (2000). The benefits of English Immersion: A powerful movement in bilingual education, spearheaded in California, advocates the integration of limited-English proficient students into English-instruction classes. Educational Leadership, 52-56.

Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Publishing.

 

MODULE 1: Activities

 

 

Time line

Time line of major events affecting the history of bilingual education is presented in the next link.

https://docs.google.com/open?id=0BxA9lEFx27XhdGgxb0tmSFREaW8

 

Bilingual education defenders' opinion and experiences

 

Three interviews of bilingual education defenders are presented next. The purpose of this activity is to show bilingual education experts' opinions.

Dr. Daniel P. King, Superintendent

Pharr- San Juan- Alamo- ISD

· What is your current position? Superintendent of Schools

· Are you bilingual? Yes.

· Which is your first language? English

· Do you consider yourself an advocator of Bilingual Education? Yes.

· If yes, for how long have you been an advocator? 30 years

· Why do you believe in Bilingual Education? I have seen it work.

· What is the main purpose in the area of education (Bilingual Education)?
          1. Develop a strong 1st language
          2. Develop a strong 2nd language
          3. Develop biliteracy

· What is the main achievement in this area? Led development of strong dual language program in grades PK-12.

· What would you say to parents that are undecided about bilingual education for their children’s schooling? Biliteracy is a big advantage.

Nora Rodriguez, Supervisor

For High Dosage Tutors

Austin, Texas

·         What is your current position? I am a supervisor for High Dosage Tutors

·         Are you bilingual? Yes, I am bilingual… Spanish… read and write at a proficient level.

·         Which is your first language? My first language was English because I’m the youngest of 10 children and conversed more with my siblings than the adults in my family…consequently they were in school studying in English so they taught me English as a toddler.

·         Do you consider yourself an advocator of Bilingual Education? Yes, absolutely…

·         If yes, for how long have you been an advocator? I’m an advocate of bilingualism and have shine I realize I was denied my mother tongue…probably in my mid-20s

·         Why do you believe in Bilingual Education? Because it allows you two ways of communicating with people, thus having the potential to reach and impact more lives.

·         What is the main purpose in the area of education (Bilingual Education)? Talk to anyone who will listen the importance of maintaining your native…mother language…all languages are important…living on the border of Mexico, Spanish is very important.

·         What is the main achievement in this area? I would like to…one day… create a website for bilingual educators with videos, resources, a parent corner as well as interactive games for kids in Spanish and English.

·         What would you say to parents that are undecided about bilingual education for their children’s schooling? How does knowing more than 1 language hurt or setback a person in getting a job…in fact, I got my job BECAUSE I know 2 languages…Spanish in particular.

Dr. Valentin Ekiaka Nzai

Assistant Professor & Graduate Coordinator

Texas A&M University-Kingsville

 

·         What is your current position? Assistant Professor & Graduate Coordinator

·         Are you bilingual? I am MULTILINGUAL

·         Which is your first language? French, Lingala, Sakata

·         Do you consider yourself an advocator of Bilingual Education? Yes, advocate of multilingual multicultural education for social peace and community development.

·         If yes, for how long have you been an advocator? Since 2000

·         Why do you believe in Bilingual Education? I believe in multilingual-multicultural education (more than 2 languages), because it is the gateway for social paece, community-based development in the current global word, social capital (bonding and bridging) and intercultural identity/personality.

·         What is the main purpose in the area of education (Bilingual Education)?Training highly qualified multilingual-multicultural teacher committed to become old timers of a minimum of 3 cultural reference groups.

·         What is the main achievement in this area? Setting up collaborative venture with some institutions in Mexico, Taiwan and UEA aimed at pioneering our multilingual-multicultural teacher education frames and cyber 12 learning program.

·         What would you say to parents that are undecided about bilingual education for their children’s schooling? Strength their heritage language of their children, so they can be able to grab the 12 by its horns.

MODULE 2: Reasons for becoming bilingual

INTRODUCTION: Module 2 consists of a description of reasons, benefits and advantages that bilingualism has over monolingualism. The purpose of this module is to encourage parents to consider the bilingual option for their children.

Most Americans think that English proficiency is tied to national identity. However, language minorities have always been part of this country, since “U.S. is now or always has been, and will continue to be multilingual and multicultural” (Wright, 2010, p. 52). Many people appreciate that proficiency in more than one language is a key factor to becoming not only citizen of U.S., but a citizen of the world. Nevertheless, they are now aware that English is not enough to succeed in a globalized world. A big number of parents have demonstrated interest for their children to experience other cultures and other languages, and view bilingualism as a way to explore the world (Steiner & Hayes, 2009).

REASONS FOR BECOMING BILINGUAL

 

There are around 6,000 languages in the world. Each language represents a vision of the past, the present and the future. Additionally, languages express social relationships, friendships, previous experiences, and ideas. Therefore, each language give us a different way of thinking and understanding the world which means that bilinguals have two different visions of the universe, two different ways to describe their world and to express their thoughts (Baker, 2006)

 The number of bilinguals in the world is increasing as a consequence of globalization and demographic changes. People who speak two or more languages are present in every country of the world, in every social class and in all ethnic groups (Baker, 2006). In the U.S., nearly 20 percent of the children are currently being brought up to be bilingual (Steiner & Hayes, 2009).

There are several reasons for becoming bilingual. According to Gallagher-Brett (2004), a research by the UK Subject Centre for Languages identified more than 700 reasons to speak more than one language. Additionally, they recognized 70 different areas in which bilingualism makes a difference (to read more about it go to: http://www.llas.ac.uk/700reasons). Baker (2006) explained that previous research demonstrated that learning a second language is beneficial in many ways such as cognitively, culturally, communicatively, for higher curriculum achievement, and to increase the chances of employment and promotion.

As the number of the reasons for becoming bilingual is so immense, a few of those reasons are mentioned next.

1.      Academic skills

·         Language expands your thinking (Gallagher-Brett, 2004).

·         Bilingualism directly impacts the development of cognitive process (Gallagher-Brett, 2004).

·         Learning a second language makes the minds stronger and more flexible (Centre for Language, Linguistics & Area of Study [CLLA], 2012).

·         Bilinguals are more creative and detailed when answering a test because their thinking is adaptable and flexible since they know words in more than one language (Steiner & Hayes, 2009).

2.      Accessibility to Information

·         Bilingualism engages the person with significant, remarkable and updated information of the world (Gallagher-Brett, 2004).

·         A second language opens up new avenues of cultural understanding and connection with diverse communities (Steiner & Hayes, 2009).

·         Bilingualism provides the ability of communicating and interacting confidently with people outside one's own community (CLLA, 2012).

·         “Languages provide access to information and (…) power” (Baker, 2006, p. 122).

·         “Multilingual international information opens doors to new knowledge, new skills and new understanding” (Baker, 2006, p. 122).

3.      Cultural awareness

·         Cultural sensitivity increases when a person knows more than one language (Baker, 2006).

·         Bilingualism develops the ability of enhancing acceptance, respect and tolerance among people culturally and ethnically diverse around the world (Steiner, & Hayes, 2009).

·         Learning a second language may provide the tools to access to the culture of the second language (CLLA, 2012).

·         Bilingualism and cultural awareness maximizes chances of human adaptability (CLLA, 2012).

·         Bilinguals may describe themselves as a bridge between cultures. Bilinguals develop a sense of belonging to both cultures (Steiner & Hayes, 2009).

·         Those second language learners who come from some generation of immigrants show a strong emotional bound to their native culture and create a bridge between them and the family members of different languages or cultures (Steiner & Hayes, 2009).

4.      Cognitive Development: which is defined as “the development of the ability to think and solve problems” (Steiner & Hayes, 2009, p.21).

·         Researchers had demonstrated that bilingual children understand rules and process information more easily than their monolinguals peers (Steiner, & Hayes, 2009).

·         Bilingualism is related to a strong development of problem solving skills, creativity and memorizing (Eldridge, 2010; Gallagher-Brett, 2004; Steiner & Hayes, 2009)

·         Bilingual children may show a slight superiority over their monolingual peers in IQ testing. The reason of this is not necessarily related to intelligence, but because they might be a better problem solvers (Steiner & Hayes, 2009).

5.      Divergent and Creative thinking 

   Previous research findings suggested that bilinguals are superior to monolinguals on divergent thinking tests (Baker, 2006).

Because:

·         Bilingual individuals are more creative, imaginative, elastic, open ended and free in thinking. Learners of a second language do not look only for one answer; they try to find a variety of valid answers to solve one problem (Baker, 2006).

·         Bilinguals may increase fluency, flexibility, originality and elaboration in their thinking (Baker, 2006).

6.      Metalinguistic awareness: defined as the ability to think about language (Eldridge, 2010).

·         Research suggested a relationship favoring bilinguals in terms of increased metalinguistic awareness. Bilinguals develop a more analytical orientation to language through organizing their two language systems (Baker, 2006).

·         Second language learners may comprehend symbolic representations of words earlier than monolinguals as they see words written in different ways. This early comprehension is a key factor in the development of reading in young children. Therefore, bilingual children may learn to read a little bit earlier than monolinguals (Baker, 2006).

·         Metalinguistic awareness of bilinguals develops the ability of selective attention to information. Bilingual children need to be attentive to which language is being spoken, by whom, where, and when. This attentiveness gives advantages in early number work, when attention to symbolic nature of number is needed. Therefore, bilinguals are ahead of their monolingual peers in developing concepts of number due their higher levels of attentiveness (Baker, 2006; Eldridge, 2010).

7.      Communicative sensitive

 

·         As bilingual individuals must be aware of which language to speak in which situation, they develop the ability to monitor the appropriate language in which to respond or in which to initiate a conversation (Baker, 2006).

·         Bilinguals are more communication sensitive, and they may be more aware of the needs of the listeners. Bilinguals have the ability to switch to the appropriate language to cover the needs of their listeners (Baker, 2006).

8.      Employment and promotion

·         Bilinguals have a linguistic capital as languages operate in a market place. Learners of a second language are investing in to enrich their social, cultural and economic resources. Learning a second language is an investment that may yield a return such as employment and promotion (Baker, 2006).

·         Nowadays, many employers expect to recruit people who have skills in understanding, speaking and writing more than one language (CLLA, 2012).

·         Skills in more than one language are viewed as an asset for initial job applications and may be used as a tie breaker in a final shortlist (CLLA, 2012).

·         Bilingual individuals may be of value to work locally for international and multinational corporations (Baker, 2006).

·         Bilinguals and multilinguals are more and more required in many occupations. Bilinguals may have the opportunity to work at tourism, retailing, airlines, public relations, banking, performing arts, fashion, media, information and communication technology, engineering, accountancy, business consultancy, secretarial work, hotels, law firms, teaching, and government agencies, to mention some of their possible areas of employment (Baker, 2006; CLLA, 2012).

·         Speaking more than one language can lead to promotion and opportunities abroad (CLLA, 2012).

9.      Personal reasons

·         Second language learners find learning more than one language enjoyable (Gallagher-Brett, 2004).

·         Bilingual individuals find bilingualism as a way to enrich their personal experiences and build their unique identity (Gallagher-Brett, 2004).

·         Bilingualism is seen as a way to increase confidence and self-esteem (Gallagher-Brett, 2004)

·         Learning a second language is an avenue to various changes on understanding, values, beliefs, and attitudes, hence a contributor to spiritual development (Gallagher-Brett, 2004).

·         Additionally, learning a second language develops confidence in the ability to stand up in from of others (Gallagher-Brett, 2004).

·         Second language learning promotes empathy to one’s surrounding world (Gallagher-Brett, 2004).

After reviewing the reasons for becoming bilingual, the following video is presented with the purpose to reflect on some other advantages that bilingualism has over monolingualism. Additionally, this video refers to a bilingual education program which main purpose is to achieve biliteracy, biculturalism and bilingualism. The next module describes the different bilingual education programs.

References

Baker, C. (2006). Foundations of bilingual education and bilingualism (4^th Ed.). Buffalo: Multilingual Matters

Centre of Languages, Linguistics & Area Studies (CLLA). (2012). 700 reasons to study languages. Retrieved from http://www.llas.ac.uk/700reasons

Eldridge, G. (2010). Thinking beyond deficit: The benefits of bilingualism. The International Educator, (1), 15-18.

Gallagher-Brett, A. (2004). Seven hundred reasons for studying languages. The Higher Education Academy, 1-44.

Steiner, N., & Hayes, S. L. (2009). 7 steps to raising a bilingual child. NY: AMACOM.

Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Publishing.