Bilingual education programms

Még több ilyen

CLIC_M ÁNGELES ASENSI

Szerző: Ma Angeles Asensi

FIFA World Cup

Szerző: Armando Sousa

Effective Classroom Management

Szerző: Josephine Jones

e-Learning

Szerző: Louisa Puffett

based on the common design in the different languages presented in the school curriculum as well as on the use of an additional language across a non-language subject (CLIL) (Martin-Jones, 2007, p. 165)

NOTE: This mindmap is base on What’s CLIL? The CLIL Module From: Patricia Bárcena ToyosE (professor) Created by: Carmen Martinez Padilla. (student)

CULTURE: Intercultural awareness , develop intercultural understanding and global citizenship

COGNITION: Applying knowledge and skills (content) through critical thinking, problem-solving. Importance of Thinking Skills (Taxonomy). Students need to be cognitively challenged to be cognitively engaged.

COMMUNICATION: Focus on fluency, not accuracy because, the use of the academic language in interaction is the key in the learning process, language not gradual. As required by content requires.

CONTENT: not only the knowledge and skills of a subject matter but also, any cross-curricular or interdisciplinary topics.

TRANSLANGUAGING: Languages are interconnected and bilinguals use them to adapt to the needs of communication. (García and Wei, 2014)

CLIL

CONCURRENT APPROACH

CLIL: refers to any dual-focused educational programme in which an additional language is used as a medium in the teaching and learning of non-language content.

TWO- WAY IMMERSION: dual language programmes where children of different languages become at least trilingual

DEVELOPMENTAL: offers minority language children lessons in their L1 —home, or native language—. The majority language is included in the curriculum and is taught as a foreign language.

IMMERSION REVITALIZATION: The conservation and progress of minority languages at home or the element that the relationship between different languages being learned must not be competitive but planned with a view to providing an answer to functional requirements. (García, 2009 )

TRANSITIONAL: They are addressed to migrants and their primary objective is using L1 with a vision to facilitating access to L2 or the language of the host country

SUBMERSION: Its main objective is cultural assimilation and monolingualism in the majority language used for lessons

PRESTIGIOUS: Here, students learn through two prestigious languages, which are kept separate during the lessons, and language learning does not incorporate any relation to cultural characteristics

MAINTENANCE: try to preserve the minority language spoken at home during the acquisition process of the majority language.

IMMERSION: Children with the same mother tongue, are with a bilingual teacher, for that reason they can use their mother tongue at first and this one will not be in danger.

Bilingual education programms

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HETEROGLOSSIC

dynamic

recursive

MONOGLOSSIC

subtractive

Additive

Helps preserve minority languages and promote a second language in migrant communities encouraging intercomprehension (communication in FL)