Tuğba BozTuğba Boz

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Many people are either bilingual or multilingual.

We hear different languages in media on webpages on walls etc.

• Guarani is spoken by % 90 of its population BUT it is used with friends or poor people etc.

• Spanish is the official language of the country with its % 7 of speakers BUT spoken in government and it is the language of instruction.

Many people are either bilingual or multilingual.

Minority languages

Majority languages

• in the private domain• on formal occasions: government, business or with foreigners • at schools• at work

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Edward (2004) says:“ Schools play a central role in the

socialization of the children and embody the values of the dominant group.”

UNESCO (2003) suggests:”“ a careful balance needs to be made between enabling people to use local

languages in learning and providing access to global languages of the communication.”

DO YOU AGREE??

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• In the early years of education in US the use of mother tongue was tolerated; the language of the instruction was the language of the community.

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In 1879, in Pennsylvania, in an attempt to accelerate assimilation; the use of English was severely imposed.

By the end of the century, English became lingua franca and the only language tolerated in the classrooms.

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• In Scotland; a hanging stick to the ones caught speaking Gaelic in the classroom, • In Wales; a wooden block hung around neck to the ones speaking Welsh in the classroom,• In Ireland; hanging sticks to the ones speaking Irish in the classroom.

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During WW I, in various Australian states the use of other languages other than English is banned.

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What is the difference between FLT and Bilingual Education at schools? The goal of FLT is to learn additional language but the goals of bilingual

education is as follows (Ferguson et al., 1977):

to assimilate individuals and socialize people for full participation, to bring unity to multilingual society, to enable people to communicate with the outside world to mediate between different political & linguistic communities, to give equal status to languages of unequal status, to deepen an understanding of language and culture, 12

As the World Bank (2004) points out:  Fifty percent of the world’s out of school children live in communities where the language of the schooling is rarely, if ever, used at home. This underscores the biggest challenge to achieving Education for All (EFA): a legacy of non-productive practices that lead to low levels of learning and high levels of dropout and repetition.  

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Every language reflects a unique world view and culture

mirroring the manner in which a speech community has resolved its problems in dealing with the

world, and has formulated its thinking, its system of

philosophy and understanding of the world around it. With the

death of the language, an irreplaceable unit of our

knowledge and understanding of human thought and world view has been lost forever.

(Wurm 1991, 17)

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A Child uses his native language only until he becomes fluent in the target language which

is most often the language of the state. Applied generally in US:

He starts with his native language. Language of the state

Las palabras son para ayudar.

Words are for helping.

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According to Villarreal (1999), ∑ the main aim of this programme is to increase the

use of majority language in the classroom while decreasing the home language of the minorities.

∑ to increase mastery of concepts in maths and social studies her content areas since they are taught in home language.

Language of Instruction

For To get ready for

Early exit- Bilingual teachers

2 years % 100 Submersion programmes

Late exit- Bilingual teachers

6 years %40 Submersionprogrammes

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Even though TBE seems to stands for building on the strengths of

home language and culture, it is also based on the view of the

superiority of majority language and culture.

DOES THIS SEEM OKEY?DOES THIS SEEM OKEY?

A school context in El Paso where:

Teachers speak both English & SpanishHeadmasters & Assistants speak only English (majority language).Cook & Servants speak only Spanish.

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Language majority children are taught exclusively in the language that they are trying to acquire.

A good example: ODTUThe immersion programmes may be foreign (e.g.

English immersion in Austria or Hungary) or heritage (e.g. Gaelic or Welsh immersion in

Scotland and Wales respectively) or community reflecting new communities settled in particular countries (e.g. French, Japanese, Indonesian, or

Mandarin immersion in Australia, or Korean, Japanese or Russian immersion programme in

USA)

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Immersion programmes serve not only to educate learners but to fulfill other reason which is that they serve as a means of strengthening national unity by establishing a bilingual Canadian identity !!

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There are two strong reasons behind this idea, one of them is waves of immigration to Australia, the other one is for economic reasons based on the fact that Australians could get benefit from its geographical closeness to Asia.

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All children are required to master two languages, Spanish and Catalan, until the end of their primary school.

• to respect language rights of Catalan pupils and

• to integrate them by making Catalan culture and language their education;

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In Scotland, Gaelic- medium education is provided to have a fundamental role in helping to preserve and reinvigorate the Gaelic Speech community in Scotland and same is being applied in Ireland for Irish and in Wales for Welsh

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Children start school at five through

the medium of Luxembourgish

and German is initially a subject in the curriculum and then becomes the medium of instruction. By the end of

Grade 6, French is introduced and increasingly used in as the main teaching medium. Therefore at the end of schooling, most students have a working knowledge of three languages

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The early immersion from the start of primary schooling or in pre- primary education.

The delayed models adolescent learners at secondary schools.

late programmes adults.

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This strong form of bilingual education occurs where language minority children use their native, ethnic, home or heritage language in the school as a medium of instruction with the goal of full- bilingualism.

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Children easily transfer ideas, concepts, skills, and knowledge into the majority language.

A minority language is easily lost.

number of teachers of each language, their qualifications and interests, the instructional materials, the parents’ wishes, the community’s sociolinguistic profile

and that of the students.

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