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what do supporters of bilingual education want?

what do supporters of bilingual education want?

what do supporters of bilingual education want?

Hi everyone, In this post on Solsarin we’re mentioning “what do supporters of bilingual education want?”

what do supporters of bilingual education want?
what do supporters of bilingual education want?

What do supporters of bilingual education want Brainly?

Supporters of bilingual education want students to learn an additional language in a short amount of time.
Children with bilingual education are more tolerant and more adoptable because of their exposure to foreign language and culture.

How does bilingual education benefit students?

Those who learn a second or third language from a young age are able to develop communication skills and a higher degree of literacy.
Children who grow up in bilingual environments develop a keen awareness of how language works
and have a stronger foundation for learning additional languages in the future.

What are the purpose of bilingual education in the Philippines?

The Policy on Bilingual Education aims at the achievement of competence in both Filipino and English at the national level
through the teaching of both languages and their use as media of instruction at all levels.
The regional languages shall be used as auxiliary languages in Grades I and II.

What is the bilingual education policy in the Philippines?

The policy on Bilingual Education aims at the achievement of competence in both Filipino and English at the national level
through the teaching of both languages and their use as media of instruction at all levels.
The regional languages shall be used as auxiliary languages in Grades I and II.

What is the importance of language policy?

It is critically important to develop language policies that ensure the access of minority populations to prestigious forms of national standard languages
and literacies while supporting the intergenerational retention of minority languages, both indigenous and immigrant languages.

How does language affect teaching and learning?

Language is an important part of an educational path. Therefore, as you increase your ability and use of language
you increase your ability to learn AND teach within a community.
I challenge each person, student and tutor alike, to increase your language skills to help you become a more valuable part of a community.

What are the major goals of language policies?

The goal is to sustain, reinforce, and expand our local languages and to provide the foundation skills for acquisition of English and other international languages.
The FSM Language Policy recognizes that the traditions, values and customs that make us unique as a people are conveyed through our local languages.

What are the language learning materials?

Language materials are those resources that can be used to facilitate language learning such as:
course books, videos, graded readers, flash cards, games and websites (Tomlinson, 2012) .

What is language awareness?

For many learners following Cambridge programmes, English is an additional language.
For some, it might be their second or perhaps their third language.
Depending on the school setting, students might be learning all of their subjects through English or just some of their subjects.

For all students, whether they are learning through their first language or an additional language, language is a vehicle for learning.
It is through language that learners access the content of the lesson and communicate their ideas.
So, as a teacher, it is your responsibility to make sure that language isn’t a barrier to learning.

One way to achieve this is for teachers to become more ‘language aware’.
Being language aware means you understand the possible challenges that language presents to learning.
These challenges might arise because a student is learning a subject through an additional language
or it might be the first time a student has come across certain vocabulary or structures in their first language.
A teacher who is ‘language aware’ understands why students face these difficulties and what they can do to support students.

In this resource, we will look at the basics of language awareness in more detail.
We will explore theories that help us better understand the language needs of our students.
We will look at some common misconceptions about students who are learning through an additional language and discuss the benefits of teaching and learning through an additional language.
In the final section, we will look at some practical examples of how you can become more language aware in your everyday teaching.
Along the way, we will hear from experienced practitioners who will be sharing their ideas about what they do that works.

Throughout the resource we will ask you questions that will help you to think about the specific needs of your learners and how you can take steps to become more language aware.
At the end there is a glossary of key words and phrases.

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What are the benefits of teaching and learning through an additional language?

Teaching and learning through an additional language encourages understanding between cultures
improves students’ cognitive ability and prepares them for life beyond school.

If students’ language is sufficiently well developed and supported by the teacher
learning through an additional language can be cognitively stimulating.
In contrast to many traditional language lessons, students are learning meaningful content through the language rather than simply learning the language itself.
The language becomes a tool for critical thinking and communication and allows students access to authentic and relevant subject content and terminology.

Research suggests that the existence of more than one language in the brain leads to improved cognitive control.
This has a positive effect on working memory, selective attention, processing information, and mental flexibility.
Studies have demonstrated that bilingual children develop the ability to solve problems that contain conflicting or misleading clues at an earlier age than children who speak only one language.

The ability to use more than one language means we can communicate with people from diverse linguistic and cultural backgrounds.
Knowledge of other languages encourages new ways of thinking and of perceiving the world.
We live in an increasingly global world and language skills make travel easier, provide opportunities to study abroad, and improve career prospects.

What is the theory behind language awareness?

what do supporters of bilingual education want?
what do supporters of bilingual education want?

Conversational and academic language
Language expert Jim Cummins distinguishes between two types of language: conversational language and academic language.

Conversational language requires skills to understand and take part in everyday conversations and activities.
This is because, in day-to-day conversation, certain clues from other people and clues from the context help us to understand meaning.

In a face-to-face conversation, gestures, intonation and facial expressions support meaning.
Situations or points of reference offer hints to the meaning of a conversation. This might be items of food available in a canteen for example, or the score at a football match.
These social interactions are not very cognitively demanding and rarely require specialised language. Learners often get a lot of exposure to this type of language and as a result their social language skills are often good compared with their academic language skills.
Conversational language is sometimes referred to as BICS (basic interpersonal communication skills).

Academic language refers to more formal language which is essential for students to successfully demonstrate what they have learned and achieved.
This includes listening, speaking, reading, and writing about content in a specific subject area
for example reading about a particular event in history or discussing a new mathematical concept.
In activities related to academic work, clues that help decide meaning are often reduced or absent.

For example, a passage in a textbook may not include any pictures to support what learners are expected to read.
Language also becomes more complex, and new ideas, concepts and language are all presented to students at the same time.
Academic language also requires deeper thinking skills, such as comparing, classifying, analysing, evaluating and inferring.


The theory of ‘social constructivism’ says that people learn mainly through social interaction with others, such as a teacher or other students.
One social constructivist, Lev Vygotsky (1896–1934), developed the idea of the zone of proximal development.
This zone lies between what a learner can achieve alone and what they can achieve with the expert guidance of a teacher or a more able student.
Skilled teachers focus learning activities in this zone.
They ‘scaffold’ learning by providing guidance and support that challenges students based on their current ability
helping them to gain confidence and independence in using new knowledge or skills. This helps students to develop their understanding in stages.
In order to scaffold learning, you need to be able to assess learners’ current knowledge, skills and understanding.
Based on this, you can set appropriate targets and plan suitable activities and individual support along the way.

It is important that you consider the language demands of the activities
and materials you have chosen for your lesson and provide appropriate support to help with these demands.
The language skills that learners will be using (listening, reading, writing and speaking) will influence the type of support that you provide.



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