DOI: https://doi.org/10.24025/2707-0573.1(2).2020.204277

BILINGUAL MODEL IN MODERN SCHOOL EDUCATION

Halyna Lotfi Ghahrodi

Abstract


Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural.

The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad.

               The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices.

               The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education.

               To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication.

 

Key words: bilingualism, bilingual education, methods, programs, approaches


References


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Kozhushko S. Strategiyi kolaborativnogo navchannya u vishomu navchalnomu zakladi / S. Kozhushko // Molod i rinok. – 2014. – № 5(112). – S. 65-70.

Karashuk G. Ambivalentnist i bilingvizm ukrayinsko-polskogo pogranichchya (na prikladi Volini) / G. Karashuk // Derzhavnist ukrayinskoyi movi i mov- nij dosvid svitu: materiali mizhnarodnoyi konferenciyi. – K., 2000 – S. 23-38.

Yevsyeyeva G. Mova yak chy`nny`k nacional`noyi samoidenty`fikaciyi ta derzhavotvorennya v Ukrayini / G. Yevsyeyeva // Derzhavne upravlinnya ta misceve samovryaduvannya: Zb. nauk. pracz`. – D: DRIDUNAUD. – 2009. – Vy`p. 1. – S.3-13.

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters.

Callahan, R., & Gándara, P. (Eds.). (2014). The bilingual advantage: Language, literacy and the US labor market. Bristol: Multilingual Matters.

Cammarata, L., & Tedick, D. (2012). Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96(2), 251–269.

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35, 243–262. doi:10.1093/applin/amt011.

Crawford, J. (2008). Advocating for English learners: Selected Essays. Clevedon: Multilingual Matters.

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94, 103–115.

Cummins, J. (2010). Bilingual and immersion programs. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 161–181). Malden: Wiley Blackwell.

Fishman. J.A. (1991) Revercing Language Shift. Clevedon: Multilingual Matters.

García, O. (2009a). Bilingual education in the 21st century: A global perspective. Malden: Wiley- Blackwell.

García, O. (2009b). Education, multilingualism, and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 140–158). Clevedon: Multilingual Matters.

García, O., & Flores, N. (2014). Multilingualism and common core standards in the United States. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 147–166). New York: Routledge.

García, O., & Sylvan, C. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. Modern Language Journal, 95(3), 385–400. 18 S. May

García, O., Skutnabb-Kangas, T., & Torres-Guzman, M. (Eds.). (2012). Imagining multilingual schools: Languages in education and globalization. Clevedon: Multilingual Matters.

González, V. (2012). Assessment of bilingual/multilingual pre-K-Grade 12 students: A critical discussion of past, present, and future issues. Theory Into Practice, 51(4), 290–296. Longman.

Hakuta K. Birror of lansuase: The debate on bilinsualism. New York: Basic Books, 2000

Hill, R., & May, S. (2011). Exploring biliteracy in Māori-medium education: An ethnographic perspective. In T. McCarty (Ed.), Ethnography in language policy (pp. 161–184). New York: Routledge.

Hornberger, N. (2008). Can Schools Save Indigenous Languages? London.

Palgrave Macmillan. Howard, E., Sugarman, J., Christian, D., Lindholm-Leary, K., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.).

Leung, C. (2014). Communication and participatory involvement in linguistically diverse classrooms. The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 123–146). New York: Routledge.

Lin, A. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, Bilingual Education.

Lotfi Ghahrodi H. World-wide view on bilingual study and its educational approaches / H. Lotfi Ghahrodi // Approaches, methods and findings in the context of foreign language teaching: modern universities’ dimension. Vol. 2: колективна монографія. – Lviv: ZUKC, 2018. – c.54–78.

May, S. (2010). Curriculum and the education of cultural and linguistic minorities. In B. McGraw, E. Baker, & P. Peterson (Eds.), International encyclopedia of education (3rd ed., Vol. 1, pp. 293–298). Oxford: Elsevier.

May, S. (2013). Language and Minority Rights Ethnicity, Nationalism and the Politicsnof Language. Florence: Taylor and Francis, p.168. – (2nd ed.)

May, S. (Ed.). (2014a). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.

May, S. (2014b). Justifying educational language rights. Review of Research in Education, 38(1), 215–241.

May, S. (2014c). Overcoming disciplinary boundaries: Connecting language, education, and (anti) racism. In R. Race & V. Lander (Eds.), Advancing race and ethnicity in education (pp. 128–144). London: Palgrave Macmillan.

May, S., & Dam, L. (2014). Bilingual education and bilingualism. Oxford bibliographies. New York: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/ view/document/obo-9780199756810/obo-9780199756810-0109.xml.

McCarty, T. (2012). Language planning and policy in Native America. Bristol: Multilingual Matters.

McField, G., & McField, D. (2014). The consistent outcome of bilingual education programs: A meta-analysis of meta-analyses. In G. McField (Ed.), The Miseducation of English learners (pp. 267–299). Charlotte: Information Age Publishing.

Safford, K., & Drury, R. (2012). The ‘problem’ of bilingual children in educational settings: Policy and research in England. Language and Education, 27(1), 70–81.

Soltero-González, L., Escamilla, K., & Hopewell, S. (2011). Challenging teachers’ perceptions about the writing abilities to emerge bilingual students: Towards a holistic bilingual perspective on writing an assessment. International Journal of Bilingual Education and Bilingualism, 15 (1), 71–94.

Thomas, W.P., & Collier V.P. (2002). A national study of schooleffectiveness for language minority students’ longterm academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz.

Ramirez and Valencia, Phys. Lett. 234B (1990)361.


GOST Style Citations


Bondar O. I. Bilingvalna komunikativnist yak lingvo-ekologichna problema / O. I. Bondar // Zapiski z ukrayinskogo movoznavstva. Zbirnik naukovih prac. – 2003. – Vip. 12. – S. 352 - 360.

Kozhushko S. Strategiyi kolaborativnogo navchannya u vishomu navchalnomu zakladi / S. Kozhushko // Molod i rinok. – 2014. –  № 5(112). – S. 65-70.

Karashuk G. Ambivalentnist i bilingvizm ukrayinsko-polskogo pogranichchya (na prikladi Volini) / G. Karashuk // Derzhavnist ukrayinskoyi movi i mov- nij dosvid svitu: materiali mizhnarodnoyi konferenciyi. – K., 2000 – S. 23-38.

Yevsyeyeva G. Mova yak chy`nny`k nacional`noyi samoidenty`fikaciyi ta derzhavotvorennya v Ukrayini / G. Yevsyeyeva // Derzhavne upravlinnya ta misceve samovryaduvannya: Zb. nauk. pracz`. – D: DRIDUNAUD. – 2009. – Vy`p. 1. – S.3-13.

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters.

Callahan, R., & Gándara, P. (Eds.). (2014). The bilingual advantage: Language, literacy and the US labor market. Bristol: Multilingual Matters.

Cammarata, L., & Tedick, D. (2012). Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96(2), 251–269.

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35, 243–262. doi:10.1093/applin/amt011.

Crawford, J. (2008). Advocating for English learners: Selected Essays. Clevedon: Multilingual Matters.

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94, 103–115.

Cummins, J. (2010). Bilingual and immersion programs. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 161–181). Malden: Wiley Blackwell.

Fishman. J.A. (1991) Revercing Language Shift. Clevedon: Multilingual Matters.

García, O. (2009a). Bilingual education in the 21st century: A global perspective. Malden: Wiley- Blackwell.

García, O. (2009b). Education, multilingualism, and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 140–158). Clevedon: Multilingual Matters.

García, O., & Flores, N. (2014). Multilingualism and common core standards in the United States. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 147–166). New York: Routledge.

García, O., & Sylvan, C. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. Modern Language Journal, 95(3), 385–400. 18 S. May

García, O., Skutnabb-Kangas, T., & Torres-Guzman, M. (Eds.). (2012). Imagining multilingual schools: Languages in education and globalization. Clevedon: Multilingual Matters.

González, V. (2012). Assessment of bilingual/multilingual pre-K-Grade 12 students: A critical discussion of past, present, and future issues. Theory Into Practice, 51(4), 290–296. Longman.

Hakuta K. Birror of lansuase: The debate on bilinsualism. New York: Basic Books, 2000

Hill, R., & May, S. (2011). Exploring biliteracy in Māori-medium education: An ethnographic perspective. In T. McCarty (Ed.), Ethnography in language policy (pp. 161–184). New York: Routledge.

Hornberger, N. (2008). Can Schools Save Indigenous Languages? London.

Palgrave Macmillan. Howard, E., Sugarman, J., Christian, D., Lindholm-Leary, K., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.).

Leung, C. (2014). Communication and participatory involvement in linguistically diverse classrooms. The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 123–146). New York: Routledge.

Lin, A. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, Bilingual Education.

Lotfi Ghahrodi H. World-wide view on bilingual study and its educational approaches / H. Lotfi Ghahrodi // Approaches, methods and findings in the context of foreign language teaching: modern universities’ dimension. Vol. 2: колективна монографія. – Lviv: ZUKC, 2018. – c.54–78.

May, S. (2010). Curriculum and the education of cultural and linguistic minorities. In B. McGraw, E. Baker, & P. Peterson (Eds.), International encyclopedia of education (3rd ed., Vol. 1, pp. 293–298). Oxford: Elsevier.

May, S. (2013). Language and Minority Rights Ethnicity, Nationalism and the Politicsnof Language. Florence: Taylor and Francis, p.168. – (2nd ed.)

May, S. (Ed.). (2014a). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.

May, S. (2014b). Justifying educational language rights. Review of Research in Education, 38(1), 215–241.

May, S. (2014c). Overcoming disciplinary boundaries: Connecting language, education, and (anti) racism. In R. Race & V. Lander (Eds.), Advancing race and ethnicity in education (pp. 128–144). London: Palgrave Macmillan.

May, S., & Dam, L. (2014). Bilingual education and bilingualism. Oxford bibliographies. New York: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/ view/document/obo-9780199756810/obo-9780199756810-0109.xml.

McCarty, T. (2012). Language planning and policy in Native America. Bristol: Multilingual Matters.

McField, G., & McField, D. (2014). The consistent outcome of bilingual education programs: A meta-analysis of meta-analyses. In G. McField (Ed.), The Miseducation of English learners (pp. 267–299). Charlotte: Information Age Publishing.

Safford, K., & Drury, R. (2012). The ‘problem’ of bilingual children in educational settings: Policy and research in England. Language and Education, 27(1), 70–81.

Soltero-González, L., Escamilla, K., & Hopewell, S. (2011). Challenging teachers’ perceptions about the writing abilities to emerge bilingual students: Towards a holistic bilingual perspective on writing an assessment. International Journal of Bilingual Education and Bilingualism, 15 (1), 71–94.

Thomas, W.P., & Collier V.P. (2002). A national study of schooleffectiveness for language minority students’ longterm academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz.

Ramirez and Valencia, Phys. Lett. 234B (1990)361.



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