BILINGUALISM AND THE CEFR

1. BILINGUALISM AND THE CEFR Elena Orduna Nocito eorduna@nebrija.es

2. BILINGUALISM: PREVIOUS ISSUES • Plurilingualism • Multilingualism • Bilingualism • Globalization • Trade • Technology • Global integration? • Necessity of being multilingual • Common standards

3. BILINGUALISM: DEFINING THE TERM • Bilingualism • How would you define the term? • Are you bilingual? Why?

4. BILINGUALISM: DEFINING THE TERM • Bilingualism • Efficient command of 2 languages in a variety of contexts • How would you define the term? • Are you bilingual? Why?

5. BILINGUALISM: DEFINING THE TERM • Definitions • Native mastery (Bloomfiled) • Use of complete expressions (Haugen) • Alternate use (Weinreich) (Referring to 2 languages) • Grosjean (1982) states: "more than a ½ of the world population is bilingual“ • Spheres: • Social • Individual: Interactive and Educative

6. BILINGUALISM: MYTHS • Native Professor • First L1 • Mistakes children • Translate • Extra effort • Adults do not learn … over to you!

7. BILINGUALISM: TYPES • Types • According to: • Period of exposure: • Simultaneous • Sequential • Language Usage • Productive • Receptive • Functional • Conceptual system • Coordinate • Compound • Subordinate • the Common Underlying Proficiency (Cummins)

8. BILINGUALISM: LEVEL? • Level? • native mastery >some knowledge • M. Siguán and W. Mackey (1986): • a bilingual person has a similar competence in his/her mother tongue and in another language and can use both with the same effectiveness. • Equilinguism?

9. BILINGUAL COMPETENCE • Some definitions: • Competence: is the idealised native’s speakers underlying knowledge of the system of language (Chomsky) (~Langue) • Performance: the speaker’s actual production and comprehension of language in specific instances of the language use. (~Parole) • Communicative competence • Linguistic competence (Chomsky) • Communicative competence (Hymes; Canale & Swain) • BICS: Basic interpersonal communications skills (Cummins)

10. BILINGUAL COMPETENCE Bilingual competence Variable domain Competence Function Alternation Interference Code change Equilinguism?

11. BILINGUAL COMPETENCE Learning theories Common underlying competence Threshold theory (umbrales) First Second Inderdependence

12. BILINGUAL COMPETENCE Common underlying competence

13. BILINGUAL COMPETENCE Threshold theories

14. BILINGUAL COMPETENCE: BICS y CALP

15. BILINGUALISM: ITS TARGET • Individuals: • Parents • Students • Teachers • Headmasters • Institutions: • European Commission • CEF • ELP • Ministry of Education • Local Government • School Associations

16. BILINGUALISM: BENEFITS • Diamond (2010) • “The advantages of bilingualism” Science • Bilingual minds • The Executive function • Use it or lose it. • Exercising body systems improves their function • More effective and Quicker response • Easier accommodating to a switch in rules • Alzheimer’ disease

17. BILINGUALISM: BENEFITS • Others: • Learning of other languages • Communication skills • Understanding cultural diversity • Professional advantage • managing the executive task • Disadvantages: • Slower language learning process • Shorter stock of words • Longer time of retrival

18. BILINGUALISM AND EDUCATION • When: • Sequential • Simultaneous • Language teaching: • Indirect Natural Method • Immersion • Bilingualism at schools • Re-designing contents • CLIL Methodology • Variety of resources • Assessment & Evaluation

19. BILINGUALISM AND EDUCATION: LANGUAGE TEACHING AND THE CEFR The CEFR (2001) A framework for language teaching / learning Quality standards for language learning Aims Objectives Contents Methodology Levels of competence A change of “Model” New Pedagogical and teaching strategies

20. BILINGUALISM AND EDUCATION: LANGUAGE TEACHING AND THE CEFR • Competitive model • Teacher centered • Teaching in isolation • Linear thinking • Culturally Incongruent • Content subject in isolation • Collaborative model • Student centered • Task based work • Multifaceted thinking • Critical thinking • Problem solving • Culturally congruent • Integrated curriculum • CLIL & CEFRL

21. New pedagogical strategies Principles: Facilitate comprehension Increase interaction Develop studying techniques L1 and L2 Krashen Language adquisition Natural order Monitor Input Affective filter BILINGUALISM AND EDUCATION: LANGUAGE TEACHING AND THE CEFR mgenis 0910

22. Pedagogical changes: Action –oriented; Language in context Communicative purpose Learning: Autonomous By researching Task-based approach Flexible Model Change of roles Student centred Teacher= facilitator of knowledge Multiple resources Evaluation Peer evaluation Autoevaluaction Portfolio BILINGUALISM AND EDUCATION: LANGUAGE TEACHING AND THE CEFR mgenis 0910

23. REFERENCES • Baker, C. (1993)Fundamentos de educación bilingüe y bilingüismo. Madrid: Cátedra, 1997. • Bialystock, et al. (2009) “Bilingual Minds” in Psicological science. SAGE • Council of Europe: • (2001) Common European Framework of reference • (2004) English Language Portfolio • (2009) Relating language examinations to the Framework • Cummins, J. & Swain, M. (1986)Bilingualism in Education. New York: Longman. • Diamond, J (2010) “The Benefits of Multilingualism” in Social Science: perspectives. 15 October 2010. Vol 330 no. 6002, pp. 332 - 333 • Krashen, S. (1982)Principles and Practice in Second Language Acquisition. Oxford: Pergamon. • Siguan, M. y Mackey, W. F.(1986)Educación y Bilinguismo. Madrid: Santillana/Unesco. • Weinreich, U. (1952)Lenguas en contacto. Caracas: Universidad Central de Venezuela, 1974.