Bilingual versus monolingual approaches to language learning

Bilingual versus monolingual approaches to language learning

Research shows that language learning is helped by using the L1 language in the classroom (Tollefson, in  Hinkel, 2011, p. 813). Traditional language teaching relied on reaching the 'target language' (Tollefson, in Hinkel, 2011, p. 813) which was usually standard language. Tollefson further states that there is a need for a variety of L2 languages and a recognition that "language and identity have complex and varied relationships" (Tollefson, in Hinkel, 2011, p. 813). There is a need for a bilingual, rather than monolingual approach to language learning, suing the learners L1 language.

Baker (2011, p. 6), states that "an individual's own attitudes and preferences will influence their choice of language." For instance, older people may use the minority language, whereas a younger person may want to use the more popular language as it may be seen as having higher status. A person may also switch languages depending on who they are talking to.

"Bilingual education refers to an organised and planned program that uses two or more language of instruction" (Cummins, 2008, in Long & Doughty, 2009, p. 161). Immersion education began in Canada in the 1980's (Cummins, 2008, in Long & Doughty, 2009) where French was initially used to teach and then English, the home language.These French immersion programs have been successful for the past forty years in Canada. There are different types of bilingual education depends on the student's needs. A submersion program, in contrast only uses the student's L2 language for instruction and the teacher doesn't understand the student's L1 language. 

Extensive research has shown that "spending instructional time through two languages entails no long-term adverse effects on students' academic development in the majority language" ( Cummins, 2008, in Long & Doughty, 2011, p. 166). 

Cummins (1979, 1981, in Long & Doughty, 2011, p. 166) proposed the "interdependence hypothesis" which explains that instruction in Lx promotes proficiency in that language and is transferred to Ly, "provided there is adequate exposure to Ly...and adequate motivation to learn Ly" (Cummins, 1981, in Long & Doughty, 2011, p. 166).

Pedagogical issues of bilingual and immersion programs are the instruction time allocated to the languages, the first language to be introduced and how much they should be kept separate. Cummins (2008, in Long & Doughty, 2011, p.174) proposes that "at least 50 percent of the instructional time should be spent through the minority language for as long as possible throughout the elementary years."


Applying the bilingual approach to the scenario

In applying the bilingual approach, the student's prior knowledge needs to be activated during instruction, whether the teacher is using their L1 or L2 language. Cummins (2008, in Long & Doughty, 2009, p. 176), suggests using linguistic similarities and origins between the two languages. Web sites using "dual language multimedia books and projects....sister class exchanges in which students use the Internet to connect with other bilingual students using both L1 and L2 to create literature and art and/or to explore issues of social relevance to them and their communities." 

One problem with applying the bilingual approach to this scenario is that as there is a range of different L1 languages, these languages would not as easily be able to be utilised in the teaching compared to a scenario where the students all had the same L1 language and were then learning a L2 language, such as if the teaching was occurring in Slovakia for instance. Another problem with applying the bilingual approach to this scenario is that the teachers are native English speakers and would therefore have difficulty teaching using the L1 language of the various students.


 

References


Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). London: Multilingual Matters.

Cummins, J. (2009). Bilingual and immersion programs. In M. Long & C. Doughty (Eds). The handbook of language teaching (pp. 159-181). Wiley-Blackwell.

Hinkel, E. (2011). Handbook of research in second language teaching and learning (Vol. 2). New York:Routledge.

Comments

Post a Comment

Popular posts from this blog

Identity Texts

Image
  Identity Texts The term identity texts came from research involving students using multilingual and/or multimodal skills to create literature and art. (Cummins et al., 2015).  The Dual Language Showcase created by a teacher called Patricia Chow involved students from Thornwood Public School in Toronto creating dual language texts in multiple languages, including languages the teachers themselves did not speak. The result was that the students were proud of their writing and drawings as the activities affirmed their identities and were interesting for the students. These texts were posted on the school’s website. The activities were successful as they “represent expressions of identity, projection of identity into new social spheres, and re-creation of identity as a result of feedback from and dialogue with multiple audiences” (Cummins et al., 2015, p. 557). “Students invest their identities in the creation of these texts….the identity text then holds a mirror up to student...
Read more

Norton's Model of Investment

Image
  Norton's Model of Investment Norton (Norton et al., 2014, in Darvin & Norton, 2015) investigated student and teacher investments in digital literacy and English language in Uganda. They found that students and teachers are extremely invested in new literacy practices due to the skills gained by using digital technology, which also increased cultural capital and special power (Darvin & Norton, 2015). Chang (2011, in Darvey & Norton, 2015), examined the graduate student population focusing on nonnative English-speaking international students in an English speaking graduate school in the United States. Through investment the students exerted their own agency and were able to invest in areas that would benefit them. The world is constantly changing and so literacy teaching and learning is also needing to change. Due to more affordable travel, the internet and social media, learners are able to communicate in many different spaces, both face-to-face and in virtual worlds...
Read more

Critical Literacy

  Critical Literacy and Second Language Learning A Sociocultural/Sociological Approach “Critical literacy is the use of texts to analyse and transform relations of cultural, social and political power.” (Luke & Dooley, in Hinkel, 2011, p. 856). This approach is a sociological, sociocultural and critical linguistic analysis of how texts can create social power and identity. TESOL students can develop identities outside the classroom such as in “third spaces” when students use their first language with peers, graffiti and in emails and the emergence of hip hop culture (Luke & Dooley, in Hinkel, 2011, p. 859).  Paulo Freire (Luke & Dooley, in Hinkel, 2011, p. 860), proposed working with learners,   where “learners become teachers of their everyday understandings and experiences, and teachers becoming learners of these same contexts” and where opportunities for “authentic exchange around issues of moral, social and cultural significance” can occur. In schools an...
Read more