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.