Chapter 10Types of Bilingual Education

Bilingual Education refers to:1. A classroom where formal

instruction fosters bilingualism2. A classroom where bilingual

students are present, but bilingualism is not promoted in curriculum

Introduction

Aims of BE

Maintenance BE

Static Maintenanc

e

Developmental

Maintenance/

Enrichment BE

Transitional BE

1. To socialize people for full interaction in community2. To unify multicultural society3. To enable people to communicate with outside world4. To provide language skills5. To preserve ethnic and religious identity6. To mediate different linguistics and political communities7. To spread colonial existence8. To strengthen privileged position in society 9. To give equal status in law10. To deepen an understanding of language and culture

Variety aims of BE

Aims: To helps illustrate the different aims of BE in generalized.

Not all real life examples will fit easily to the classification

10 Types of Bilingual Education are portrayed in table.

A Typology of BE

Analogy: Students are thrown to the deep pool and are expected to learn to swim as quick as possible without swimming lesson

Students will sink, struggle, or swim

Mainstreaming/Submersion

• Only minority lg students, no majority lg students

• 1st Lg is not developed, but replaced by 2nd Lg

• No native lg support

Structured

Immersion

• Alternative of ESL program

• Aims to develop lg skills• Instruction will be

“sheltered”(simple syntax, repetition, summaries, speaking slowly and clearly, frequently checking the understanding

Sheltered

English

1. No interaction to the native speakers

Impossible to collaborate and have a critical thinking

Outcome can be frustration, non-participation, even dropping out

Problem with Submersion

Menken, New york(2009) Shows that English language learners even after 7 years of elementary education through the medium of English have sufficient communication skills but have limited academic literacy. Why?

Because the basic aim of mainstreaming is ASSIMILATION of minority speakers.

School becomes a melting pot

One of real fact

• Labelled “Minority lg only”

• It occurs because programs attended by majority lg speakers are denied to minority speakers

• Based on de facto(practice) or de jure(law)

• Aimed for apartheid, medium used is minority language

• Assumption: Minority languages do not have power to influence the society or to share the communications

Segregationist Education

Aim: Assimilation, decreasing the use of home lg

to increase the majority lg.

Students are taught in their home lg to master the target lg.

Temporarily swim in one pool so they capable to move

to the mainstream pool

Transitional Bilingual Education

English speaking countries take their education through their home country, English (CORE PROGRAM or Drip-Feed)

Survey by CAL(Centre of Applied Linguistics) a. Elementary schools raised 6% for using

foreign Languages (Spanish and French)b. 88% Elementary schools use Spanish

as FL

Mainstream Education(With Foreign Lg Teaching)

• Aim: To detach itself to pursue independent existence from majority Language

• Organized tor survival and self protection

• Eg. Isolationist religion schools

• (+) Highlights the ability of the minority Lg to stand alone

• ( - ) Separatisms disconnect the children from wider world.

Separatist Education

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