1. History, Theory and Politics of Bilingual Education Global Perspectives
EDS 125
Dr. Bobbie M. Allen

2. Agenda Individual Writing Activity__3-2-1 Powerpoint
3 Key Concepts your read about
2 questions or wonderings you still have
1 Connection to a personal experience or from readings/lectures from other courses
Powerpoint
Deaf President Now

3. What is Bilingual Education?
Foreign language classes versus bilingual education classes
Language as a subject versus language as a medium of instruction
Teaching content through an additional language other than the child’s home/family language=Bilingual Education
In the case of Bilingual Deaf Education, many deaf students enter school without a “formal” language already developed; 90% of deaf children are born to hearing parents

4. Bilingual Education
Table 1.1 Differences between Bilingual Education and Foreign or World Language Education
Discuss with a partner the differences and make personal connections of your own language learning.

5. What does it mean to be Bilingual?
Monoglossic
1 language plus 1 Language = 2
Reductive View

6. View 2 languages as
bounded autonomous
systems
Monoglossic = Ideologies of bilingualism and bilingual education treat each language as separate and whole
Simple sum of discrete
monolingual practices

7. Heteroglossic
Complex networks, situations and polydirectional language practices
needed for the 21st Century; an integrated plural vision;

8. Heteroglossic Language practices of bilinguals are interrelated
and expand in different directions
to include different communicative
contexts

9. Bilinguals
Bilinguals are not the sum 2 monolinguals rather a unique combination and integration of 2 languages
Bilinguals are a linguistic and an integrated whole; terms such as emerging bilinguals depicts a positive image rather than a deficit (language delay or disorder) or terms such as Limited English Proficiency (LEP)

10. Bilingual Education
Strict separation of language is still wide-spread practice in bilingual education
For the 21st century, there are many paths that lead to differentiated levels of bilingual practice and use
Bilingual education needs to be adaptive, able to expand and contract, as communicative situations shift and as the terrain changes;; social interactions affect the use of language
Language practices build upon each other

11. Language Viewed as a Problem
The language of power was the ultimate goal; (End of WW II until early 1970’s) See Table 1.2, p. 17
Schools that view language as a problem set out to fix the problem. The problem is the child’s fault. Collect data on all the things a child can’t do in English.
Political: Language diversity may cause less assimilation
Assimilation solves the problem because English will unify the nation

12. Language Viewed as a Right
Critical-Language minorities gained agency in shaping their own language policies and and practices in education (1970’s-1980’s)
A basic human right for individuals, groups

13. Language Viewed as a Resource
Ecological: globalization; increased awareness that the mother tongue could co-exist with language of country or world; a resource for all; equalization (Mid 1980’s to present)

14. Partner Talk
What is the difference between the bicycle and the all- terrain vehicle when thinking about bilingualism?
What is the relevance of the banyan tree to Garcia’s idea of bilingual education?
What are some reasons why the term bilingual education has been contested?

15. Deaf People 90% of deaf children are born to hearing parents/families
Deaf people are part of a linguistic/cultural community
D vs d: A capital D refers to someone who culturally identifies with the group
Deafness cuts across SES and cultural groups
Deaf children are often viewed from a deficit or medical model
Variations within the Deaf Community; Some learned spoken language prior to learning ASL while others learned ASL as a first language

16. Two Viewpoints Medical or Cultural
Deficit or Medical Model; very strong in San Diego;oral/ aural education is promoted
Cochlear Implants are on the rise; success for some, but not for all
Deaf children need to be fixed and assimilate into the “hearing world”
ASL is viewed as a problem; not a resource; ASL and English can not exist together; ASL impedes development of English
Children must use residual hearing and technical devices e.g hearing aids, cochlear implants to acquire spoken English
Too high a risk and often the outcomes are language delays; critical period has passed for 1st language acquisition; Often languages have not developed enough to cross the threshold to be successful in the academic setting

17. Cultural Model
Deaf people can do everything, except hear (I. King Jordan)
ASL is a full language and has all of the elements and structures that make it a language
ASL and English can co-exist in the same environment. It is the proficiency in ASL that provides access to English and proficiency; ASL fluency has demonstrated higher English literacy skills
ASL is viewed as a resource and used by the Deaf Community; 200 sign languages in the world
Abilities and strengths are emphasized rather than the weaknesses

18. Deaf President Now

19. Deaf President Now Talk with a partner after the clip we just watched:
What are your impressions of this event?
How is this event applicable or not to bilingual education and/or bilingualism?