03-+Types+of+Bilingualism+in+the+Classroom(primary+education)

TYPES OF BILINGUALISM IN THE CLASSROOM

The main idea that we can deduce about Bilingual Education is that the culture, language and context cannot be separated because be bilingual is not only speak in two languages, also is incorporate different aspects like culture, preferably from the early years.

It is particularly important to know that there aren’t a direct relationship between bilingualism and intelligence. However, there are studies which show that there are a link between bilingualism and cognitive functions due to bilinguals have improvements in divergent thinking, analytical orientation to language, a Piagetian conceptual development, communicative sensitivity and field independence over the monolinguals.

Several theories show that, but the most accepted is Cummins’ theory due to it give a linguistic explanation. For Cummins “a bilingual may be involved in the process of comparing and contrasting two languages. Bilinguals may be constantly vigilant over their languages,inspecting it, resolving interference between languages. Varying languages rules may be sought out, word sound and word meaning may be differentiated”.

Moreover, bilingualism develops cognitive skills and it helps people to feel, express and represent their emotion and their feelings better when they carry out activities of daily life such as relationships with friends or family.

Everyone can be bilingual but is important start to learn a foreign language early and the best way to introduce bilingualism in education is making an immersion. There are three types of immersion: early total inversion, in this type all the subjects are given in a foreign language; partial early immersion, only some subjects are given in a foreign language and late immersion where people start to study a foreign language after their training.

However, according with Baker, of these three types of immersion the most efficient is the early total immersion because pupils enter in schools with programs which are only in the foreign language, besides this improve the creativity and cognitive skills.

Do not let go of the idea that bilingualism must be worked in the same direction around all the teachers not just English teachers, and it has to be worked throughout the educational community: teachers, pupils and families have to be united to achieve the goals that students who intend to develop in the most optimal way possible

To sum up, it is important to note that bilingualism influences in cognitive functions, develops cognitive skills and it helps people to feel, express and represent their emotion but for that is important make an early total immersion and that all the educational community participate in that.

Bibliography Baker, C (2001). Foundations of Bilingual Education and Bilingualism. Bilingual Education and Bilingualism: 79. 2001 Cummins, Jim. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, UK: Multilingual Matters. Baker, C (1988). Key issues in bilingualism and bilingual education Pavlenko, A. (2006). Bilingual Minds. Emotional experience, Expression and Representation. Great Britain: MPG Books TYPES OF BILINGUALISM IN THE CLASSROOMS