ANALISYS ABOUT THE CONTEXT AS A ENGLISH TEACHER IN A PRIVATE INSTITUTE IN VILLAVICENCIO

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Crosslinguistic Interference

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BILINGUALISM

von ANDRES FELIPE ARCHILA VILLALBA

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ANALISYS ABOUT THE CONTEXT AS A ENGLISH TEACHER IN A PRIVATE INSTITUTE IN VILLAVICENCIO

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Pedagogical process

It stands out for

Good physical environment

Good lighting and ventilation

10 chairs and tables

Personalised classes

Large physical structure

Innovative strategies

Eco-environmental

playful activities

TIC

Providing cultural spaces

No monocultural

Be bicultural

Emplear un ambiente bilingüe

Translanguaging

Balance in the use of languages

Both teachers and students communicate in the target language

The class is planned in target language

Combination of both languages

A constructivist model

As li (2011)

It creates a social space for the multilingual

Teacher-students relationship

Autonomous learning

Linguistic development

Language ability

Productive Skills

Writing

Speaking

Receptive Skills

Reading

Listening

Use of mother tongue

Translanguaging

Lewis et al. (2012)

The usage of a language to strengthen another

Code-switching

Mixed use of two language systems

Addictive biliguals

Without losing their previous knowledge L1

REFERENCES

Salamanca, S (2014). Bilingüismo y desarrollo cognitivo. Universitat de les Illes Balears. España. https://dspace.uib.es/xmlui/bitstream/handle/11201/3640/Salamanca_Lopez_Sara.pdf?sequence=1

Vásquez, L. Y. G. (2023). Understanding Bilingualism: Definitions and Cognitive Development. https://aulavirtual.usantotomas.edu.co/course/view.php?id=13867

Administrative management

Teacher recruitment

Teachers with different language levels

C1

B2

B1

Pedagogical and bilingual management

Non-native speakers

Natives speakers

Students are 6 to 10 years old

Advantages and disadvantages of bilingualism in children

Advantages

Baker (2006)

Divergent or creative thinking

To think in different ways

Lambert, (1977)

Better attitudes towards others

Bigger social sensibility

Larger creativity

More flexibility in though

Disadvantages

Tireman, (1955)

Grammar structures are limited.

Vocabulary is restricted

There are errors in morphology

Cognitive

Late bilingualism

Expanding vocabulary

Strengthening the bilingual process

Mental and motor skills

Phonetic and phonological processing

Development of the 4 language skills

Additive communicative competences (López, 2014)

Don't affect the L1