Plurilingüismo: contextos y metodologías (Plurilingual contexts and methodologies)

1. Plurilingüismo:contextos y metodologías(Plurilingual contexts and methodologies)

2. What is a bilingual person?What are the factors that influence/affect bilingual/plurilingual people?Is it possible to become bilingual in a monolingual society? Is there any approach, technique or method to facilitate it?

3. Contents (1) 1. Towards a better knowledge of the phenomena of bilingualism 1.1. Several definitions 1.2. Sequence of development in bilingual/multilingual children 1.3. Phenomena connected to bilingualism 1.4. Factors affecting bilingualism 1.5. Different contexts: FL vs. SL tasks: readings 1 & 2 group discussion: conclusions 2. Bilingual/plurilingual educative models (I,II) 2.1. Several examples 2.2. The SIOP model: Carlitos’ case 3

4. Contents (2) 3. Bilingualism in monolingual societies: conditions, possible outcomes, methodological models and resources Task: individual bilingual profile Task: group discussion about age-related matters -The question of age 3.1. Bilingualism and content-based teaching 3.1. Models 3.2. Methodological differences 3.3. Advantages and disadvantages 3.2. Primary & Secondary teachers’ tasks (add st yourselves) 3.4. Characteristics of successful CLIL programes task: reading 3 3.2. Examples of activities 4.1. Primary teaching 4.2. Secondary teaching 4.3. More examples

5. Contents (3) 3.3. Resources tasks: reading 4 & internet resources Task: Individual presentations 3.4. The situation in Spain: the case of Catalonia Task: reading 4 3.5. The situation in Andalucía. Task: individual/group presentations What is happening? outcomes, problems and solutions 4. References

6. ‘The phenomena of competence and communication in two or more languages’(Lam, 2001:93) …Competence?... …Does the bilingual learn a set of meanings with two different linguistic representations or does he learn two different languages, as if he was the sum of two monolinguals? …Are there drawbacks (i.e. language misunderstandings and difficulties) being a bilingual or are there cognitive advantages? 1. What is bilingualism/plurilingualism?

7. 1.1. Definitions 1. Complete competence in both languages in all the situations 2. Continuum: abilities in both languages dominant/equilibrated bilinguals 3. According to use: coordinated/compoud bilinguals 4. According to the age: early/late bilinguals 5. According to the order of acquisition simultaneous/consecutive bilinguals 6. According to socio-cultural factors Additive/subtractive bilinguals 7. According to the context and parents’ strategies

8. 1.1. Definitions (II) 7. According to the context and parents’ strategies Type 1: ‘One-person-one-language’ Type 2:’Non-dominant home language’ / ‘one language-one-environment’ Type 3: ‘Non-dominant home language without community support’ Type 4: ‘Double non-dominant home language without community support’ Type 5: ‘Non-native parents’ Type 6: ‘Mixed languages’

9. 1.2. Bilingual development in children

10. 1.3. Phenomena connected to bilingualism:interesting research facts (1) • Accents: the human brain is capable (before some critical or sensitive period) of developing two or more different sets of instructions for the organs of articulation, even though children lose their ability to distinguish sounds at the end of first year (Usually the phonological system is more unitary than separate) • Lexicons: 1 or 2 separate systems? • Synonyms & equivalent words: do not function as equivalents for children (diff. Contexts) • with stroop task: high degree of accuracy but slower reaction times in colour naming • With cognates: false cognates with neutral L1 connotations rated negatively by bilinguals (embarrassed/embarazada). The two systems (L1/L2) influence each other. • Calqueing: reorganization of mental dictionary (i.e.: run/correr)

11. 1.3. Phenomena connected to bilingualism:interesting research facts (2) • The question of verbal memory & bilateral brain organization: L2 learning ability is independent of general intellectual ability • Lateral dominance: right hemisphere involvement in language processing for late bilinguals • The case of bilingual aphasics. Three alternative explanations: • The first learned language • The most used language around the aphasia-producing incident • ‘psychological factors’ • ‘alternate antagonism’: limited cognitive resources

12. “Sabes, mi school bus no tiene un stop sign” “Hoy yo era line leader en mi escuela” “Ponemos cranberries y marshmallows y después se pone el glitter con glue” (Snow, 1999:482) Interaction style Quality and quantity of input Attitudes towards both languages Socio-cultural context 1.4. Factors affecting bilinguism. Code switches and attrition

13. 1.5. Different contexts Tasks: • Readings 1, 2 & 3 • Group discussion: conclusions FL vs SL

14. 2. Bilingual education programs: characteristics Task: reading 4 (Ovando, Combs & Collier, 2006:8-10)

15. 2.1. Pluri/Bilingual educative models in L2 contexts - I

16. 2.1. Bilingual educative models in L2 contexts - II

17. Task: reading (5) about the SIOP model (Echevarría, Vogt & Short, 2007) Features Lesson preparation Content objectives clearly defined, displayed and reviewed with sts Language obj… Content concepts appropriate for age and educational background Supplementary materials used to high degree Adaptation of content to all levels of student proficiency Meaningful activities that integrate lesson concepts & lgg practice opportunities 2.2. An example: the SIOP model (1)

18. 2. Building background Concepts explicitly linked to sts’ background experiences Links explicitly made btw past learning and new concepts Key vocabulay emphasized Comprehensible input Speech appropriate for students’ proficiency levels Clear explanation of academic tasks Various techniques used to make content concepts clear 2.2. An example: the SIOP model (2)

19. 3. Strategies Ample opportunities provided for students to use learning strategies Scaffolding techniques consistently used, assisting and supporting student understanding A variety of questions or tasks that promote higher-order thinking skills Interaction Frequent opportunities for interaction and discussion Grouping configurations support language and content objectives of the lesson Sufficient wait time for student responses consistently provided Ample opportunity for students to clarify key concepts in L1 Integration of all language skills Activities provided for students to apply content and language knowledge 2.2. An example: the SIOP model (3)

20. Can we become bilingual in a monolingual community?

21. 3. Bilingualism in monolingual communities Task: Individual bilingual profile (reading 6) … Measuring linguistic competence

22. 3. Bilingualism in monolingual societies Tarea: group discussion about age-related matters

23. Age - I: general assertions • The younger the better: critical period Second languages foreign languages • Age learning speed

24. Age - II: conclusions • In contexts where the L2 is used. (Objetive: bilinguism) • The younger the better in the long run, particularly for pronounciation and difficult grammatical structures. • Explicit linguistic instruction is needed to avoid fossilization phenomena. • In monolingual contexts. (Objetive: sufficient competence in L2) • Not so young is faster, and being L1 literate would be better if there is linguistic instruction and extended L2 exposition and input. To avoid accents, intensive phonetic instruction is recommended. • The process of acquisition is the same regardless of the age For an early start to suceed in FL contexts: Quality teaching Time Type of teaching adapted to learners’ age

25. 3.1. Bilingualism and content-based teaching3.1.1. Models Task: CLIL reading (Deller & Price, 2007; Tejada, Pérez & Luque, 2005) Definition: The L2 is used as a medium of instruction of other contents (L2 teachers + other specialist teachers)

26. 3.1.2. Methodological differences: L2 vs. EBC

27. + Multiple contexts Comprehensible Input Meaningful context, better cognitive processing and learning Realistic (lgg as a means to an end) Improves the development of cognitive and learning strategies Add more yourselves… - Cognitive challenge for learners Cognitive challenge for teachers Enforced cooperation between L2 teachers and other specialist teachers Risk of using the L1 Lack/shortage of material Evaluation (?) Add more yourselves… 3.1.3. Advantages & disadvantages

28. Speak fluently Be familiar with the vocabulary of the subject/topic/theme Express him/herself with simple vocabulary & grammar Simplify or paraphrase new vocabulay and concepts Understand textbooks for young learners Understand L2 CDs and DVDs Be familiar with semi-technical vocabulary Know simple grammatical constructions Identify constructions appropriate for young learners Understand written texts dealing with specific subjects/topics Know how to write working sheets Simplify written texts for learners Add more yourselves…… 3.1.4. Primary teachers’ tasks

29. Speak fluently Write/spell correctly Simplify new terminology/ paraphrase concepts Create working sheets Understand specialised written texts Be familiar with specific or technical vocabulary Write instructions on the blackboard/computer… Understand L2 CDs, DVDs Understand students’ attempts at speaking using the L2 Know the L2 grammar and correct the students’ one Identify essential structures and ask support to the L2 specialist Hand out partly-written sheets with a format to fill in Add more yourselves… 3.1.5.Secondary teachers’ tasks

30. 3.1.6. Characteristics of successful CLIL programs Task: reading (Langé, 2002) 1. Use the L2 at least for part of the contents (including the evaluation process) 2. Select ‘specialist’ teachers (1) with a higher level of linguistic competence (2) 3. Foster visits/exchanges with the L2 community 4. Create and mantain a positive attitude to both languages 5. Start early (???) High Economic and personnel resources ¿? LEARNING OF TWO LANGUAGES A THE COST OF LEAVING BEHIND OR REDUCING OTHER CONTENTS

31. 3.2. CLIL Techniques & activities

32. 3.2.1.Techniques for Primary teaching • Material: interesting, estimulating, visual and more exagerated • Vocabulary: show it before and/or give paralinguistic or situational clues Presenting material • Active (Total Physical Response) • Concrete (lots of illustrations) • Mime/gesture • Repetition/redundancy Emphasis on receptive skills (listening & reading)

33. 3.2.2. Techniques for secondary teaching • More complex topics/themes • More reading and writing • Students face denser/deeper texts SOLUTIONS • Carefully structured tasks • Methodologically appropriate readings (before/while…): work the sub-skills (skimming, scanning…) • Glossary with vocabulary. Hand it out before the task • Use material with a lot of visual support, or adapt it visually (graphics, charts, maps, conceptual schemas…) • Facilitate written models giving useful functions, grammar, expressions, etc: controlled writing • Check whether the lesson is being understood • Use paraphrase and be redundant • Emphasize receptive skills (Listening & reading)

34. 3.2.3. Examples

35. Any subject: www. oup.com/elt/teacher/rbt howstuffworks.com letts-education.com biography.com bbc.co.uk/schools/teachers onestopenglish.com euroclic.net factworld.info thinkquest.org/library teachersnetwork.org homeworkelephant.co.uk teacher.scholastic.com education.leeds.ac.uk armoredpenguin.com iearn.org/ abcteach.com webquest.sdsu.edu primaryresources.co.uk Art: Impressionism.org/ Poster-und-kunstdrucke.de/images Business Studies Businessweek.com Http://news.bbc.co.uk Design and Technology Design-technology.org Food Technology Foodtech.org.uk/ Projectgcse.co.uk/food/ 3.3. Resources (1)

36. Geography (www.) http://library.thinkquest.org/11922/habitats.htm discovery.com/exp/exp.html nationalgeographic.com/resources/ngo/education/ History historyworld.net historytoday.com bbc.co.uk/history/historic-figures SchoolHistory.co.uk Literature bibliomania.com Mathematics mathgoodies.com cut-the-knot.com allmath.com mathworld.wolfram.com Music (www.): lyrics.com Reggaefusion.com essentialsofmusic.com/composer Physical Education netfit.co.uk Sciences planet-science.com phschool.com/science/planetdiary/archive http://whyfiles.org/ Scienceacross.org bbc.co.uk/science/space spartechsoftware.com/reeko/ schoolscience.co.uk wastewatch.com 3.3. Resources (2)

37. (http://www.) ub.es/filoan/CLIL.html ecsu.ctstateu.edu/depts/edu/textbooks/bilingual.html euroclic.net http://lada.fil.ub.es/Angles/Milano/ bilingualeducation.org/ Euroclic.net/english/english.htm tieclil.org nabe.org/ ncbe.gwu.edu/ 3.3. Resources: theory on CLIL (3)

38. 3.4. The situation in Spain:the case of Catalonia • Task: reading (lange, 2002:**)

39. 3.4. The case of Andalucia • Task: individual/group presentations

40. DECISIONS Starting age Percentage of teaching hours Classroom ratio Teachers: proficiency level Total/partial immersion… Subjects/contents using the L2 Materials & methodology Type of evaluation and language of/under evaluation Summary

41. 5. Conclusions??

42. Except for pathological cases and cases of extreme social deprivation, human beings can learn more than one L1 (...) they can add additional ones throughout their entire lifespan (...) they can forget languages and relearn them. From the biological point of view, the language learning abilities of humans are not restricted in any principled way as to (a) the number of languages that can be learned (b) the types of languages and the kinds of linguistic structures that can be acquired (c) any age ranges during which this has to happen and (d) the learning situations, as long as sufficient language input is available(Wode, 1994:326-7).

43. 4. References (1) Berk, L. 1991. Child Development. London: Allyn and Bacon. Cenoz, J. & J. Perales. 2000. “Las variables contextuales y el efecto de la instrucción en la adquisición de segundas lenguas”. In C. Muñoz, C. (ed.) Segundas lenguas. Barcelona: Ariel. 109-126. Deller, S. & C. Price. 2007. Teaching Other Subjects Through English. Oxford: Oxford University Press. Echevarría, J., M.E. Vogt & D. Short. 2007. Making Content Comprehensible for English Learners. The SIOP Model. London: Allyn and Bacon. Gómez Parra, E & Roldán Tapia, A. 2004. ‘Language learning and acquisition. Theories and methods of teaching and learning’. In D. Madrid & N. McLaren: TEFL in Primary Education. Granada: Universidad de Granada. 73-101. Langé, G. 2002. TIE-CLIL Professional Development Course. Direzione Regionale della Lombardia. Milan: Italy. Ovando, C., M.C. Combs & V. Collier. 2006 (4th ed.) Bilingual & ESL Classrooms. London: MCGraw Hill. Marinova-Todd,S., D. Marshall, & C. Snow. 2000.“Three Misconceptions about Age and L2 Learning”.TESOLQuarterly, 34/1: 9-34.

44. 4. References (2) Muñoz, C., C. Pérez, M.L. Celaya, T. Navés, M.R. Torrás, E. Tragant & M. Victori. 2003. “En torno a los efectos de la edad en el aprendizaje escolar de una lengua extranjera”. Eduling, 1: 1-13. Romaine, S. 1999. ‘Bilingual language development’ In M. Barrett (ed.): The Development of Language. London: Psychology Press. 251-276. Snow, C. 1999. “Bilingüismo y adquisición de una segunda lengua”. In J. Berko & N. Bernstein (eds.) Psicolingüística. Madrid: McGraw Hill. 477-508. Scovel, T. 1998. Psycholinguistics. Oxford: Oxford University Press. Tejada Molina, G., Perez Cañado, M.L. & Luque Agulló, G. 2005. ‘Current approaches and teaching methods’. In N. McLaren, D. Madrid & A. Bueno: TEFL in Secondary Education. Granada: Universidad de Granada. 156-208. Wode, H. 1994. “Incidental vocabulary acquisition in the foreign language classroom” Studies in Second Language Acquisition, 21: 326-358.