Kategorien: Alle - evaluation - assessment - competencies - language

von PEDRO JOSE CORREDOR CASTILLO Vor 5 Jahren

385

mind map

The text discusses the benefits and methodologies of bilingual education, emphasizing the importance of developing academic skills in both the first (L1) and second languages (L2). It highlights that effective bilingual programs can lead to cognitive, social, psychological, and economic gains.

mind map

subtractive bilingualism

Law and missionary

B.E

CONTEXT

STATUS
LANGUAGE POLICY
second language rights

official language

bilingual education programs are widely available

adding bilingualism

language standard
status planning

literacy

POLITICALLY BARRED
dominant class
MICRO-CONTEXT
at home could be

Multicultural

Bicultural

Monolingual

MOTIVATION
INTRINSIC AND EXTRINSIC
ATTITUDE
POSITIVE, SOCIO-CULTURAL IDENTITY

HISTORY

strong influence
PROFESSION

economy

industrial revolution

invention of printing

Elite

English and French

GOVERNMENT

arabic

hebrew

RELIGION

CHRISTIANISM

translate from

Greek

Aramaic

Akkadian

EVALUATION

ASSESSMENT AND EVALUATION
the appropriate assessment is critical to effective bilingual teaching
the program evaluation must take account of proficiencies in both languages.
the acquisition and maintenance of both languages
the education programs have as their aim additive bilingualism
language and literacy competencies

may be differentially evaluated

politically

socially

educationally

BENEFITS
also, profit cognitively and economically
profits educationally, linguistically, and socially
the development of academic skills in L1 and L2.
Cognitive, social, and psychological

MODEL

B.M.F
WEAKNESSES

Language object programs

offer a limited access to bilingual education

Transitional education

introduce basic literacy and numeracy in the minority L1

treats bilingualism as a transient phenomenon

Language submersion

colonial context and colonial language

a few pedagogical support

STRENGTHS

Maintenance education

Two-way immersion

total immersion programs

bilingual immersion

content-based language teaching

THIS MODEL HAD

international language

indigenous language

minority language

majority language

DUVÁN NAVARRETE AND PEDRO CORREDOR. APPLIED 2