Bilingual education programms

Mai multe ca aceasta

Internal Communication

după Paddy Murphy

11th ABCI Conference

după Augusto Gallo

Corporate Communications Framework

după Rebecca Ward

Экономика 2.1

după Сергей Макаров

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

[

]

HETEROGLOSSIC

dynamic

recursive

MONOGLOSSIC

subtractive

Additive

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