History, Theory and Politics of - PowerPoint Presentation

Slide1

History, Theory and Politics of Bilingual EducationGlobal Perspectives

EDS 125

Dr. Bobbie M. AllenSlide2

AgendaIndividual Writing Activity__3-2-1 3 Key Concepts your read about

2 questions or wonderings you still have

1 Connection to a personal experience or from readings/lectures from other courses

Powerpoint

Deaf President Now

Discuss of Mini-Investigation #1Slide3

What is Bilingual Education?Foreign language classes versus bilingual education classes

Language as a subject versus language as a medium of instruction

Teaching content through an additional language other than the child’s home/family language=Bilingual Education

In the case of Bilingual Deaf Education, many deaf students enter school without a “formal” language already developed; 90% of deaf children are born to hearing parents who are not familiar with American Sign Language and never met a Deaf personSlide4

Bilingual Education Table 1.1 Differences between Bilingual Education and Foreign or World Language Education

Discuss with a partner the differences and make personal connections of your own language learning.Slide5

What does it mean to be Bilingual?

Monoglossic

1 language plus 1 Language = 2

Reductive View

Separation of Languages is very strictSlide6

Monoglossic

= Ideologies of bilingualism and bilingual education treat each language as separate and whole

View 2 languages as

bounded autonomous

systems

Simple sum of discrete

monolingual practicesSlide7

MonoglosicIdealized bilingual practices

Often ignores how the languages are used in society; the real bilingual practices and multilingual practices across social and contexts.

Language allocation may be separated by the day, hour alternating days

N

o translations and both languages will not be used in the same lesson

Often one teacher is the model speaker of English and another is designated as the “native” speaker of the minority languageSlide8

Heteroglossic

Complex networks, situations and

polydirectional

language practices

needed for the 21

st

Century; an integrated plural vision; social interactions

And “bilingual encounters”Slide9

Heteroglossic

Language practices of

bilinguals are interrelated

and expand in different directions

to include different communicative

contextsSlide10

Bilingual EducationStrict separation of language is still wide-spread practice in bilingual education

For the 21

st

century, there are many paths that lead to differentiated levels of bilingual practice and use

Bilingual education needs to be adaptive, able to expand and contract, as communicative situations shift and as the terrain changes; social interactions affect the use of language; bilingual encounters

Language practices build upon each other

Bilingual education can include separation of 2 or more languages for instruction but also there are times where both languages may be used “together in complex combinations”Slide11

BilingualsBilinguals are not the sum 2 monolinguals rather a unique combination and integration of 2 languages

Bilinguals are a linguistic and an integrated whole; terms such as emerging bilinguals depicts a positive image rather than a deficit (language delay or disorder) or terms such as Limited English Proficiency (LEP)

Deaf children are often referred to as having “no language” as well as other linguistic minorities.

“No Language” is a term that presents negative and deficit views. Need to be referred to in a positive image---emerging bilingualsSlide12

Bilingual EducationWhat does it mean to be “bilingual” according to Garcia and Baker? How do their definitions compare to your personal experiences

?

Garcia claims that bilingual education is a ”meaningful way to education all children”. Do you agree or disagree? Discuss with a partner.Slide13

Bilingual EducationSome have strong reactions to BEBlame bilingual education for the failure of minority students

Substitution of the word “bilingual” for terms such as English language acquisition or Dual Language ProgramsSlide14

Language Viewed as aProblem

The language of power was the ultimate goal; (End of WW II until early 1970’s) See Table 1.2,

p

. 17

Schools that view language as a problem set out to fix the problem. The problem is the child’s fault. Collect data on all the things a child can’t do in English.

Political: Language diversity may cause less assimilation and “

ghetos

”

Assimilation solves the problem because English will unify the nation; melting pot perspectiveSlide15

Language Viewed as a RightCritical-Language minorities gained agency in shaping their own language policies and and practices in education (1970’s-1980’s)

A basic human right for individuals, groupsSlide16

Language Viewed as a ResourceEcological: globalization; increased awareness that the mother tongue could co-exist with language of country or world; a resource for all; equalization (Mid 1980’s to present)Slide17

Partner TalkWhat is the difference between the bicycle and the all-terrain vehicle when thinking about bilingualism?What is the relevance of the banyan tree to Garcia’s idea of bilingual education?

What are some reasons why the term bilingual education has been contested?

How do you view bilingual education—a problem, a right or a resource? Explain your answer.Slide18

Deaf People90% of deaf children are born to hearing parents/families

Deaf people are part of a linguistic/cultural community

D

vs

d

: A capital D refers to someone who culturally identifies with the group

Deafness cuts across SES and cultural groups

Deaf children are often viewed from a deficit or medical model

Variations within the Deaf Community; Some learned spoken language prior to learning ASL while others learned ASL as a

first languageSlide19

Two ViewpointsMedical or Cultural

Deficit or Medical Model; very strong in San Diego; oral/ aural education is promoted

Cochlear Implants are on the rise; success for some, but not for all

Deaf children need to be fixed and assimilate into the “hearing world”

ASL is viewed as a problem; not a resource; ASL and English can not exist together; ASL impedes development of English

Children must use residual hearing and technical devices

e.g

hearing aids, cochlear implants to acquire spoken English

Too high a risk and often the outcomes are language delays; critical period has passed for 1

st

language acquisition; Often languages have not developed enough to cross the threshold to be successful in the academic settingSlide20

Cultural ModelDeaf people can do everything, except hear (I. King Jordan)ASL is a full language and has all of the elements and structures that make it a language

ASL and English can co-exist in the same environment. It is the proficiency in ASL that provides access to English and proficiency; ASL fluency has demonstrated higher

English literacy skills

ASL is viewed as a resource and used by the Deaf Community; 200 sign languages in the world

Abilities and strengths are emphasized rather than the weaknessesSlide21

Programs for the DeafOral/Aural approach: English only—no signing, relies primarily on auditory skills for acquisition of EnglishTotal Communication- original definition whatever means needed to teach Deaf children; oral, Signed English, See and ASL; Yet in practice it has become simultaneous communication—English and Signing; Compromises both languages

Bilingual Education (Cultural Model)Slide22

Deaf President Nowhttps://www.youtube.com/watch?v=OtsYVeRuBuwSlide23

Deaf President Now (DPN)Talk with a partner after the clip we just watched:

What are your impressions of this event?

How is this event applicable or not to bilingual education and/or bilingualism?

What similarities are there between Deaf bilinguals and hearing bilinguals?

In what ways does DPN empower Deaf individuals?

Are there ways in which other linguistic minorities have demonstrated their desire for recognition of their language and culture? Provide some examples