1 case studies hungary-netherlands
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CASE STUDY: BILINGUAL PROGRAMS IN HUNGARY CASE STUDY: BILINGUAL PROGRAMS IN HUNGARY
.
IMMERSION BILINGUAL EDUCATION
Based on language education policy in French Canada
Aims to promote full bilingualism in plurilingual settings
Partial immersion: 50% of curriculum taught through minority language (L2)
Total immersion: 100% L2 in early stages, transitioning to partial immersion in later stages
Age often a factor: early, delayed or late immersion programmes exist
School in small town in Galicia:•Mother-tongue Galician teachers•Less than 50% of students use Galician at home
Galicia: Partial immersion model
BILINGUAL EDUCATION IN MAJORITY LANGUAGES
Aims: Achieve functional bilingualism in a second (or third) majority language
Models: International Schools: Elite institutions
designed to promote high level multi-lingual curriculum
European Schools: Designed to promote European identity through integrated trilingual programmes
CLIL bilingual Programmes: Use of FL as a vehicular or working language to teach content subjects.
Rural School in Cantabria•Few, well integrated immigrants•High interest in English (parents and teachers)
BILINGUAL EDUCATION IN MAJORITY LANGUAGES
Soft CLIL
Hard CLIL
Type of CLIL
Time Context
Language-led
45 minutes once a week
Some curricular topics are taught during a language course
Subject-led (modular)
15 hours during one term
Schools or teachers choose parts of the subject syllabus which they teach in the target language
Subject-led (partial immersion)
about 50% of the curriculum
About half of the curriculum is taught in the target language. The content can reflect what is taught in the L1 curriculum or can be new content.
Years of Age Type of School 3 Kindergarten
4 Kindergarten
5 Kindergarten
6 Primary
7 Primary
8 Primary
9 Primary
10 Primary Secondary
11 Primary Secondary
12 Primary Secondary Secondary
13 Primary Secondary Secondary
14 Secondary Secondary Secondary
15 Secondary Secondary Secondary
16 Secondary Secondary Secondary
17 Secondary Secondary Secondary
18 Third level
19 Third level
20 Third level
21 Third level
22 Third level
23 Post Univ.
CLIL Matrix: “Hungary” (Judith Kovacs and Agnes Vamos)
““Immersion in Hungary” (Patricia Duff), in JOHNSON & Immersion in Hungary” (Patricia Duff), in JOHNSON & SWAIN, SWAIN, Immersion Education: International PerspectivesImmersion Education: International Perspectives
PROBLEMS?PROBLEMS?
1. Teachers’ level of L2. Language specialists or content specialists?
2. Coherent system. Extensive exposure to L2. 3. Material production4. Methodology: how do you teach students who lack
language knowledge?5. Assessment : how do you assess students who don’t
know enough about the language? Do you penalize them for language mistakes?
6. Money: All of this costs a lot of money
THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION
1.Teachers’ level of L2. Language specialists or content specialists?
They demand two degrees. They offer ongoing training at University level. Teachers involved in
CLIL programs receive a 15% bonus
THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION2. Coherent system. Extensive exposure to L2 Primary Education:
5 hours a week in L2 classes + 3 CLIL subjects. The subjects vary according to the year (1st year: Music, Drawing, Physical Education; 8th year: History, Science and English Culture)
Secondary Education: Preparatory year (Zero Year) (for students not coming from a bilingual
program): 20 hours a week to L2. The rest (10 hours): Preparatory CLIL
Regular Secondary: 5 hours a week in L2, 3 subjects minimum of CLIL subjects
Minimum Requirements for a school to use the term “Bilingual”:35 % of CLIL subjects and a high number of CLIL teachers with double qualification. Classes split in two in CLIL classes.
THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION
3. Material production
Still open, hard work for the teachers, but getting better every year…
THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION
4. Methodology: how do you teach students who lack language knowledge?
An extension of methodology used in language classes:
◦ Communicative approach◦ Active participation of students◦ Variable size of groups◦ Student-centered activities◦ Emphasis on lexis
THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION
5. Assessment : how do you assess students who don’t know enough about the
language? Do you penalize them for language mistakes?
Still open. Priority of content over language. No demonization of L1 (the system is so complete
that this doesn’t jeopardize the results).
THE HUNGARIAN SOLUTIONTHE HUNGARIAN SOLUTION
6. Money: All of this costs a lot of money
It is expensive. But the resultsare excellent (B2 after primary,C1 after secondary)
Public and free, but segregated.
Problems? Academic elitism?Too expensive?Is a more “egalitarian”, extensive system
better?
Bilingual Schools in The Netherlands
Bilingual Schools in The Netherlands
Six Language Skills (Dale, Van der Es and Tanner)
1. Activate prior knowledge
2. Provide Lesson Input
3. Guide understanding
4. Encourage speaking
5. Encourage writing
6. Evaluate learning and
give feedback
http://www.leraar24.nl/dossier/3035
fancy some homework?
HomeworkHomework
Image-based Mini-class: “One picture and a few words”
Look for an image that shows something important about yourself or about a topic that interests you.
Talk for 2-5 minutes Write down a few words that will help us
follow your mini-speech.
One image and a few words…
American Myths
The American DreamThe Melting PotThe Manifest Destiny