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TRABALHO EM GRUPO ESTUDO DE CASO: ALEMANHA Early Childhood Education: Focused on holistic development and social skills. Primary Education: Grundschule, where students receive a broad education foundation. Secondary Education: Divided into three tracks – Hauptschule, Realschule,

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Exam Seekers - Content related to English Exams and Courses.

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As I may have mentioned before, I am taking a course on Bilingual Education. Therefore, I decided to write a little about the topic. If you find it interesting, I'll write more and more about it. As for today, I will talk a little about what bilingualism is and some of its models.

According to the Cambridge Dictionary, the definition for bilingualism is:

But, according to some authors specialized in the area, bilingualism is not one stationary thing. There is still a considerable debate on it, so I will describe some types of bilingualism: additive, subtractive, recursive, and dynamic bilingualism. I will also talk about monoglossic and heteroglossic bilingual education.
Additive x Subtractive
There are two models of bilingualism when it comes to how students are going to learn the language. The first one is regarding the maintenance of two languages, while the other one implies the loss of the learner's mother tongue.

When students learn an additional language and still get to keep their mother tongue, this is called additive bilingualism, since it works on the basis where you keep on learning your native language (L1) plus learning a second language (L2), and ends up with both of them. L1 + L2 = L1+L2

However, once you start learning an additional language and are encouraged to stop studying and using your mother tongue, you are directed to something else. When the intention is to be solely an L2 speaker, then it is subtractive bilingualism. Therefore, you lose your first language and learn a second one, leading to a learner who only speaks one language in the end. L1 + L2 - L1 = L2

Still, these two models do not fulfill the need of a 21st-century learner. There is more than simply being additive or subtractive bilingualism when it comes to developing a language, mainly because from this perspective, the two languages are separating the languages into two unique blocks. And then comes the question, should we consider language learning as a different block when talking about languaging? After all, should there be this barrier for bilingual beings, or should language happen more interactively so that talking about first or second language is not the priority anymore?

As stated by Ofelia Garcia (2009, p.48), "bilingualism is not about 1 + 1 = 2, but about a plural, mixing different aspects or fractions of language behaviour as they are needed, to be socially meaningful".
Recursive x Dynamic
It was thinking about the 21st-century learner that another two models were created.

Recursive bilingualism tends to happen in communities where the original language spoken by the ancestral is suppressed and is then kept on ceremonies and in different manners. Thus, concerning a bilingual continuum, those who are in the recursive one will be going back and forth in the continuum. There are parts of the language in use rather than its whole. Recursive bilingualism is already an idea that takes language from a more heteroglossic view than a monoglossic one. Still, does bilingualism happen in a linear construction?

Dynamic bilingualism, on the other hand, comes down to multiplicity (diversity). Due to the increase in the connection between people, globalization has made it more accessible to interact with others, demanding different functions and contexts. According to García (2009. p.53), "in the linguistic complexity of the twenty-first century, bilingualism involves a much more dynamic cycle where language practices are multiple and ever adjusting to the multilingual, multimodal terrain of the communicative act". Thus, the concept of dynamic bilingualism can even be extended to plurilingualism, mainly because of the facility in which individuals have access to and use multiple languages for different purposes and in different situations.
Monoglossic x Heteroglossic
Even though these two dichotomies are the basis for defining the two categories described above, I decided to leave them for last to provide better differentiation between them and reinforce the previously mentioned concepts.

When talking about a monoglossic view of the language, we talk about a diglossic view of the language, which means that there is a sociopolitical factor involved, and it depends on the communicative situation. Therefore, one language is a prestigious one and spoken in more formal cases, while the other one tends to be restricted to more informal settings.

So, there is a monolingual standard established for language learning. This view considers that only coming from a monolingual perspective can develop a language appropriately, with proficiency, since this is when the student has the real opportunities to practice the language.

With this in mind, the two models of education that take language acquisition from a monoglossic perspective are the additive and subtractive ones.

Again, additive bilingualism aims to have two monolinguals in one person and sees bilingualism as something positive. Nevertheless, subtractive bilingualism is seen as a problem and seeks to have a monolingual student who knows the L2 solely. The mother tongue is slowly removed from the school curriculum when students are only using the language used in school.

On the other hand, when talking about a heteroglossic view, the aim is to go global, rather than to compartmentalize the two languages into two different blocks. Here, languages are not 'competing' against one another, but they will work depending on the need and situation. This concept involves two models, the recursive and the dynamic one. The recursive takes bilingualism as a right, and the linguistic and cultural background of the student is preserved and valued. As García (2009) mentioned, the learners here are emergent bilinguals rather than second language learners. Besides that, there is dynamic bilingualism, which unites different contexts and cultures, creating a "hybrid cultural experience" (García, 2009, p.119). This model allows translanguaging to take place and also welcomes different linguistic identities.

There is plenty of food for thought regarding bilingual education, mainly because we are dealing with a different kind of learner, which needs a lot more from school than before. The perspectives have changed a lot concerning the learner and the 21st Century skills and how we should develop them.

I'd love to know your view on the matter. Do you agree with all these changes? How much impact did they have had on your classes lately? Please, leave a comment in the comment section below sharing your thought.

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That's it for today! Please like the post and follow the blog on:

You can also listen to this post at Anchor!!!

Updated: April 28th, 2021

Reference:
García, O. Bilingual Education in the 21st Century: A Global Perspective. UK: 2009.

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|BILINGUALISM-002| Models of Bilingualism - Exam Seekers

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Did you know that bilingualism is not stationary? There are different types of bilingualism: additive, subtractive, recursive, and dynamic bilingualism. I will also talk about monoglossic and heteroglossic bilingual education. Read something about it!

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Edna Andrews is the Nancy & Jeffrey Marcus Professor of Slavic & Eurasian Studies, director of the Duke Linguistics Program, and author of " Neuroscience & Multilingualism " (Cambridge University Press, 2014). In the following interview, she discusses her research and intriguing questions in the study of the brain and language.
What is cognitive neurolinguistics?
Have you ever wondered how we learn languages and if it is possible to achieve native-likeproficiency in a second or third language learned in adulthood? The field of cognitive neurolinguistics is a multidisciplinary field that seeks to understand how the brain acquires and processes languages in healthy persons and in pathology. One of the subfields of cognitive neurolinguistics focuses on bi- and multilingualism.

A Famous Patient

"Research, like life itself, sometimes surprises you and presents unexpected opportunities. In my case it was the chance to interact with a famous memory disorder patient, Henry Gustav Molaison, known as H.M. He had surgery in 1953 to relieve his intractable epilepsy and it resulted in severe anterograde amnesia-the inability to make new memories after his surgery."
What drove you to pursue cognitive neurolinguistics?
My heritage and childhood played an important role in compelling me to become a cognitive scientist. As is true of many Greek diaspora children in the U.S., I attended Greek school as a child. I understood early in life that it was normal to be surrounded by different languages. I also was very lucky to be the daughter of a musician. I was playing my first instrument by the age of 4. The rich auditory environment of music and languages that enveloped me was both exciting and intriguing and set the stage for my future interests in cognitive neurolinguistics.
What kind of research do you do at Duke?
Sixteen years ago I began working with fMRI (functional magnetic resonance imaging) and our wonderful group of faculty in cognitive neuroscience and Duke's Brain Imaging and Analysis Center (BIAC). Our research team at Duke was the first to publish a longitudinal fMRI study of second language acquisition and multilingualism. In our study, individuals were learning a new language together for a full calendar year (some longer) with two intensive in-country experiences totaling three months. We compared behavioral proficiency test data with imaging data by incorporating a multivariate analysis of covariance (MANCOVA).

As a result, we were able to analyze the degree to which fMRI can track language acquisition and derive empirically valid information about the achievements of the subjects in a range of measurements. In terms of understanding the relationship of brain and language, our results fit in with the important findings that proficiency is a more important factor than age of acquisition, and with higher proficiency there are more similarities in the mappings of one's first and second (or third) languages.
What is the most exciting research experience you've had?
Research, like life itself, sometimes surprises you and presents unexpected opportunities. In my case it was the chance to interact with a famous memory disorder patient, Henry Gustav Molaison, known as H.M. He had surgery in 1953 to relieve his intractable epilepsy and it resulted in severe anterograde amnesia-the inability to make new memories after his surgery.

He became one of the most famous case studies of memory loss in the 20th century. Henry's story had a profound impact on me as a scholar and human being, and our article that appeared in 2005 in the Journal of Memory and Language is still one of my favorite pieces. I never dreamed that I would become a small part of Henry's story, and our time with him is one of the highlights of my life.
How does technology advance language research?
The last 20 years have been revolutionary for the study of brain and language. For example, there is now a clearer understanding of the bilateral nature of language mappings in the human brain. One of the most important forms of language mapping data comes from cortical stimulation mapping (CSM), a highly invasive, but direct neuronal measurement technique.

When these results are combined with the large body of language research with healthy subjects using hemodynamic and electrical techniques (including fMRI, PET, EEG, MEG), research focusing on brain and language can advance in exciting and profound ways.

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The Neuroscience of Language Learning: Why Most Humans Are Bilingual

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Edna Andrews is the Nancy & Jeffrey Marcus Professor of Slavic & Eurasian Studies, director of the Duke Linguistics Program, and author of "Neuroscience & Multilingualism" (Cambridge University Press, 2014). In the following interview, she discusses her research and intriguing questions in the study of the brain and language.

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Multilinguismo: das línguas de fronteira às de sinais

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Cerca de 250 línguas são faladas no Brasil,. Como trabalhar o ensino da(s) língua(s) nesse cenário plural?

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Reflexão sobre Bilinguismo - Amanda Belardo

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My students and I watched a play by a bilingual theater company. It was super fun and also a great opportunity to reflect on bilingualism and translanguaging. After watching, students used English, Portuguese and pictures to explain the play and retell the story together.

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"translanguaging is ‘a process by which students and teachers engage in
complex discursive practices that include ALL the language practices of ALL
students in a class in order to develop new language practices and sustain
old ones, communicate and appropriate knowledge, and give voice to new
sociopolitical realities by interrogating linguistic inequality.’" (GARCIA E WEI, 2013, p. 121)

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Languages are not separated in boxes, they are all over the brain. “The bilingual subject is not simply two monolinguals” (Grosjean, 1982).

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John McWhorter: 4 reasons to learn a new language

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English is fast becoming the world's universal language, and instant translation technology is improving every year. So why bother learning a foreign language? Linguist and Columbia professor John McWhorter shares four alluring benefits of learning an unfamiliar tongue.

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Why Minimal Guidance During Instruction Does Not Work An Analysis of the Failure of Constructivist Discovery Problem Based Experiential and Inquiry

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Parecer sobre Educação Plurilíngue - CNE

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Parecer sobre Educação Plurilíngue - CNE

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Why these multilingual school kids want to learn more languages

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The benefits of a bilingual brain - Mia Nacamulli

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Clique no link para ver o mapa mental ;)

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Miro | Online Whiteboard for Visual Collaboration

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Bilingual Education in the 21st Century OFELIA GARCIA

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EF EPI 2022 - O Índice de Proficiência em Inglês da EF

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A edição 2022 do Índice de Proficiência em Inglês da EF classifica 111 países e territórios por suas habilidades de inglês.