BILINGUAL

EDUCATION
BILINGUALISM
VS
BILINGUAL
EDUCATION
BILINGUALISM BILINGUAL EDUCATION
 Common phenomenon Approach in
 Learning two different education
language
simultaneously It aim is
 Developing proficiency strengthening the
in the first language students’ mastery of
before developing skills language.
in another language.
 It is complex as it exists
in a person in different
level of proficiency.
 GOAL OF
BILINGUAL
EDUCATION
a.Academic English skills
development and academic
success;
b.Development of the home
language or the native
tongue.Stephen Krashen, Bilingual Education: Ninety Questions, Ninety
Answers
 TYPES
BILINGUALISM,
MULTILINGUALISM
AND OF BILINGUAL
EDUCATION
1. TRANSITIONAL BILINGUAL
EDUCATION (TBE)
Learners first taught with their
home language before
transitioning to English-only
instruction.
Early Exit program
Late-exit program
 PROS CONS
 Provides learners with  TBE is regarded as
an opportunity to get a subtractive
better jobs and
improve their economic program
status  TBE does not
 Learners in TBE are
promote social
exposed to social
setting with native
integration.
English-speaking peers.
2. TWO-WAY IMMERSION
(TWI)
Bilingual education where two groups
of learners who are native speakers
of two distinct languages are placed
together in a classroom where both
these languages are used.
Here, the teachers must be bilingual
and bi-literate
PROS CONS
TWI presents
It promotes a
positive additional challenges
for teachers.
environment.
Only a few teacher
It creates an
preparation programs
environment of an
address the special
integrated culture. conditions that TWI
teachers face.
PROGRAMS AND
STRUCTURES OF
BILINGUAL
EDUCATION AND
MULTINGUAL
EDUCATION
SUBTRACTIVE BILINGUAL
EDUCATION
The learner is focus on mastering the
target dominant languages like English.
Learners are forced to abandon the
notion of improving their skills in their
first language and are instead required
to put all their attention to mastering
the new language.
ADDITIVE BILINGUAL
EDUCATION
This approach helps students to become
'balanced bilinguals' who have equal
proficiency both languages of instruction.
In this program, two groups of learners
are integrated despite having different
levels of proficiency in two languages.
TYPES OF BILINGUAL
EDUCATION
PROGRAM
MODELS/APPROACHE
S
Program Model Program Model
Type
Description
Mother • The children's first language (L1) is
used to deliver the learning
tongue-based program entirely. For it to be
instruction possible, the learners and teacher
must share the same language
background and the teacher is a
bilingual who has respect for the
learners’ heritage language and
culture
Program Model Program Model
Type Description
Bilingual • Non-native English speakers who
share the same first language
education or receive instruction in both literacy
the two-way and academic content delivered in
bilingual two languages, their home, and
education English.
• Its threefold functions are transition
from first language to second
language environment, developing
fluency in the second language and
maintenance of the learners’
heritage language and culture
 Program Model Description
Program Model
Type
Mother tongue- • Instruction begins in mother tongue or
based bilingual home language, and then the next
language is gradually introduced using
education or the
their knowledge of the home language as
developmental a scaffold for learning the new one.
bilingualism • Additionally, Ganal in Navarro, et.al.
(2016) claimed that the learners’ mother
tongue development is correlated to their
second language development.
Program Model Program Model
Type Description
Multilingual • Education starts being
education delivered in the mother tongue
before it transitions to
introducing additional
languages. Its aims are
multilingualism and
multiliteracy and as cited by
Cenoz (2013) cited, involves
improved linguistic and
academic results.
 Program Program Model
Model Type Description
Transitional • It is a rapid shift from using
bi/multilingual
education (also
one language onto English
called 'bridging' to develop English literacy
and ‘early exit’) abilities as soon as possible
(Billings, et.al., 2010).
 Program Program Model
Model Type Description
Maintenance • All target languages become
bi/multilingual the mediums of instruction after
education (late exit L2, and L3 has been introduced.
or developmental
bilingual program)
L1 instruction often continues
as a topic of study to provide
ongoing support for the child's
L1.
 Program Program Model
Model Type Description
Immersion or • It is a language education
foreign approach where the students
language are given instruction in all
academic subjects in the target
instruction
language like English.
 Program Program Model
Model Type Description
Submersion • A widely criticized approach,
nicknamed ‘sink or swim’, Rangelova
(a.k.a. Sink or (n.d.) explained submersion as an
Swim) approach where students who are
not native speakers of the target
dominant language receive
education in that language
FRAMEWORKS OF
BILINGUAL AND
MULTILINGUAL
EDUCATION
1.Content-based framework
2.Language-based framework
3.Context-based-framework
CONTENT-BASED
FRAMEWORK
It frames the bilingual and multilingual
education in terms of its language use. It
looks into the program by evaluating its
language use in terms of its strong form
(i.e., the languages are used systematically
for academic purposes) or weak form (i.e.,
the first language is used only in
moderation like for clarifying) dichotomy.
LANGUAGE-BASED
FRAMEWORK
This refers to evaluating the bilingual
and multilingual education by looking
at the languages of instruction as the
vehicles for intercultural
communication and content learning,
emphasizing on the acquisition of
academic content.
CONTEXT-BASED
FRAMEWORK
It frames bilingual and multilingual
education in terms of the context that
it is designed, implemented, and
evaluated, namely: (a) macrolevel
(i.e., national level); and (b) micro-
level (i.e., local level).
INTEGRATING
THE
FRAMEWORK
1.Language as a problem
2.Language as a right
3.Language as resource
LANGUAGE AS A PROBLEM
Language is viewed as a cause of conflict
and stereotypes among bilinguals. Some
have negative perceptions of bilinguals
and multilinguals as having mental
inferiority, split-identity, emotional
vulnerability, language anxiety, low self-
esteem, alienation, and cultural
dislocation.
LANGUAGE AS A RIGHT
Language can be a personal, human, or
constitutional/legal right. Language as a
right protects individuals or groups
against all forms of discrimination on the
merit of their chosen language/s and the
use of that language as a means of
safeguarding individual or group identity.
LANGUAGE AS RESOURCE
Language as a resource views language
as a means to establish a multicultural
society capable of building links for
economic prosperity and social harmony
among the diverse communities,
eliminating the pressures brought about
by a deliberate discussion of language as
a problem and as a right.