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Transcript

Identifying some bilingualism features

Ruth Maily Alexandra Cogollo Caceres Colombian Education

Table of Contents

1. Introduction

2. Analysis of the readings

3. Definitions

4. Distinctions

5. Relevant aspects

6. Conclusion

7. References

introduction

Colin Baker (2001) sets out the foundations of bilingual education and bilingualism, addressing the fundamental concepts and theories underlying the field. In the first chapter, Baker takes us on a journey through the richness and complexity of bilingualism, exploring its implications at both the individual and societal levels. Ana María Mejía (2006) offers an in-depth perspective on the landscape of bilingual education in Colombia, highlighting the importance of recognizing and valuing the country's linguistic and cultural diversity. Through a historical and legislative analysis, Mejía explores the advances, challenges and opportunities in the field of bilingual education.

Through historical and contemporary examples, Baker illustrates how bilingualism is not only a common reality for millions of people around the world, but also a dynamic phenomenon that influences many aspects of human life, from identity to academic performance and social cohesion. In addition, Baker introduces us to key concepts that will guide our exploration throughout the book, such as individual and social bilingualism, language planning, language rights and bilingual pedagogy.Dimensions of bilingualismValdés and Figueroa (1994) suggest that bilinguals are classified by: (1) Simultaneous/sequential/late age; (2) Ability (incipient/receptive/productive); (3) Balance of the two languages; (4) Development (ascendant: second language develops; recessive: one language declines); (5) Contexts in which each language is acquired and used (e.g., home, school).

Analysis of the readings

Mejía offers a profound reflection on bilingual education in Colombia, emphasizing the importance of recognizing and promoting the language, culture and identity of local communities, highlighting some important factors are the historical and cultural context, highlighting the ethnic and linguistic diversity of the country. It mentions the existence of many indigenous and Afro-descendant groups, whose languages and cultures have been historically marginalized in the educational system. The recognition of linguistic and cultural diversity supports a bilingual educational approach that recognizes and respects this diversity, promoting respect for local languages and cultures. Mejía offers a critical but optimistic view of the prospects for bilingual education in Colombia, highlighting the need to continue working towards a more inclusive and equitable approach that recognizes and values the country's rich linguistic and cultural diversity.

Definitions

Bilingualism

Monolingualism

Multilingualism

Linguistic and cultural diversity

Bilingualism as a dynamic phenomenon

Mythology of bilingualism

Additive bilingualism vs. subtractive bilingualism

Distinctions

Individual bilingualism vs. societal bilingualism

Early bilingualism vs. late bilingualism

Coordinated bilingualism vs. subordinate bilingualism.

Promote multilingualism and interculturalism in the Colombian educational system, fostering respect for the diverse languages and cultures present in the country.Specialized teacher training in bilingual education is necessary to ensure the effective implementation of educational programs.Educational policies in Colombia should be inclusive and equitable, guaranteeing access to quality education for all linguistic and cultural groups in the country.The importance of adopting a bilingual education approach that recognizes and values Colombia's linguistic and cultural diversity. These implications seek to build a more just and diverse society, where all voices and cultures are recognized and valued.

Relevant aspects

Baker provides clear definitions such as:Dynamism of bilingualism describes bilingualism as a dynamic phenomenon that can change over time and in different contexts. He points out that bilingualism is not static and can be influenced by factors such as migration, education and language policies.Demystifying bilingualism, Baker challenges several common myths about bilingualism, such as the idea that it can cause confusion or delay children's language development. Instead, she highlights the many benefits of bilingualism, both cognitively and socioemotionally.Ana María Mejía (2006) recognizes linguistic and cultural diversity; bilingual education in Colombia should recognize and value the linguistic and cultural diversity of the country, including indigenous and Afro-descendant languages.

  • Baker, C. (2001). Foundations of Bilingual Education and Bilingualism: Vol. 3rd ed. Multilingual Matters. pp. 2-16. https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.694936435&lang=es&site=eds-live&scope=site
  • Grosjean, F. (2013). Bilingualism: A short introductionOpen this document with ReadSpeaker docReader . In Grosjean, F. & Li, P (Eds.), The psycholinguistics of bilingualism. pp. 5-25. John Wiley & Sons. https://www.francoisgrosjean.ch/bilin_bicult/25%20Grosjean.pdf
  • Guerrero, H. (2008). Bilingual Colombia: What does It Mean to Be Bilingual within the Framework of the National Plan of Bilingualism? Profile: Issues in Teachers’ Professional Development, 10(1), 27–45. https://revistas.unal.edu.co/index.php/profile/article/view/10563
  • Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities. Colombian Applied Linguistics Journal, (8), 152–168. https://revistas.udistrital.edu.co/index.php/calj/article/view/176
  • Moreno, L. I. (2022). Bilingualism and Biculturalism. [Objeto_virtual_de_Informacion_OVI]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/52003

References

A precise definition of who is bilingual or not is fundamentally elusive and ultimately impossible. A more useful approach might be to identify important distinctions and dimensions around the term "bilingualism" that refine thinking about bilingualism. The fundamental difference is between bilingual ability and bilingual use. Some bilinguals may speak two languages fluently, but rarely use both. Others may be less fluent but use both languages regularly in different contexts. This distinction, of course, leads to dimensions. For bilingualism, the four basic dimensions are listening, speaking, reading, and writing. Thinking in these languages can be a fifth linguistic domain.

Conclusion

Refers to a person's ability to use two languages fluently. Bilingualism can be applied at both the individual and societal level, recognizing the existence of communities and regions where two languages coexist and are used on a regular basis. Baker begins by defining the concept of bilingualism, noting that it refers to the ability to use two or more languages fluently. He also points out that bilingualism can manifest itself in a variety of ways, from equal proficiency in both languages to different levels of proficiency in each.

The difference between an additive bilingualism approach, where learning a second language does not negatively affect the first language, and a subtractive bilingualism approach, where learning a second language may result in the loss or weakening of the first language, is discussed.

Baker distinguishes between individual bilingualism, which refers to a person's ability to speak two or more languages, and societal bilingualism, which refers to the presence of two or more languages in a society.

Describes bilingualism as a dynamic phenomenon that can change over time and in different contexts. Points out that bilingualism is not static and can be influenced by factors such as migration, education and language policies.

Multilingualism may be common due to the presence of several indigenous languages, as well as the influence of foreign languages, such as English. Multilingualism can be valued and promoted as an enriching resource for society.

Refers to the situation where an individual or a community speaks only one language, where there is significant linguistic diversity, monolingualism may refer to communities or regions where only one predominant language is spoken, such as Spanish, and where indigenous or Afro-descendant languages are less common.

Baker highlights the linguistic and cultural diversity that characterizes the contemporary world. He stresses that most people in the world are bilingual or multilingual, and that this diversity is a valuable resource that enriches societies.

Baker addresses some common myths about bilingualism, such as the idea that bilingualism causes confusion or delays in children's language development. She debunks these myths and emphasizes the many benefits of bilingualism, both cognitively and socioemotionally.

A distinction is made between early bilingualism, which occurs when a child learns two languages from an early age, and late bilingualism, which occurs when a child learns a second language after having established a solid foundation in his or her first language.

Baker also mentions the difference between coordinated bilingualism, where two languages are used in different contexts without one being dominant over the other, and subordinate bilingualism, where one language is considered superior or dominant over the other.