• In MPS’s longstanding bilingual program, hundreds of scholars study in languages apart from English | WUWM 89.7 FM
    Bilingual Education

    In MPS’s longstanding bilingual program, hundreds of scholars study in languages apart from English | WUWM 89.7 FM

    In Milwaukee Public Colleges, about 7,000 college students spend a lot of their time studying in a language apart from English. The district has an array of bilingual, twin language and language immersion faculties.

    On a current morning at H.W. Longfellow Elementary on the close to south facet, first grade trainer Evadelia Aldape helps college students wrap up a phonics train on “a” and “o” sounds in Spanish.

    “Árbol, a la, oficina,” Aldape says.

    A couple of minutes later, the category switches to English to sing a track.

    Longfellow is one among MPS’s 16 developmental bilingual faculties, that are geared towards English learners whose first language is Spanish. MPS enrolls about 10,000 English learners all through the district — greater than half are Spanish audio system.

    Within the bilingual program at Longfellow, college students begin out with 90% of instruction in Spanish. Once they get to Aldape’s first grade classroom, 80% of instruction is in Spanish.

    “We train about an hour of English a day after which the remaining is in Spanish,” Aldape says. “The topics which might be in English are largely well being, science and social research as a result of it lends itself to it. However our most important focus is to show studying and writing and math in Spanish.”

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    Spanish-language books fill the cabinets in first grade trainer Evadelia Aldape’s classroom.

    Aldape generally wears totally different colour scarfs, as a visible cue for the language college students needs to be talking. Blue is for English, inexperienced is for Spanish.

    English is phased in as college students grow old. Beginning in fourth or fifth grade, instruction is half in Spanish and half in English. It’s generally known as a developmental, or upkeep bilingual mannequin, the place the objective is to keep up the coed’s dwelling language as an alternative of phasing it out.

    “The language is a part of the tradition of the kid,” says MPS Director of Bilingual Multicultural Training Lorena Gueny. “And we need to respect that tradition by respecting the language.”

    MPS’ bilingual faculties are the results of mother or father and group activism 50 years in the past. Puerto Rico native Tony Baez was one of many Latino activists who pushed MPS to pay for bilingual schooling.

    “The Latino group throughout this nation, not solely in Milwaukee [was saying] immigration is growing, and subsequently, you need to maintain language, and America needs to be bilingual like different international locations,” says Baez. “And also you solely do that, not by assimilating, however by rising their language, rising their tradition, recognizing that that is OK, that is stunning.”

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    Maria Orozco, a 3rd grade trainer at H.W. Longfellow College, works with a scholar. A few third of Longfellow’s roughly 700 college students are enrolled in bilingual lessons.

    Utilizing federal grant funding, MPS had piloted bilingual applications at a couple of faculties beginning within the late Sixties. They included Vieau, Lincoln and South Division. Baez says in 1974, on the urging of the group, the district dedicated to increasing bilingual bicultural applications to serve extra English learners.

    “And that grew to become the envy of New York, California, Texas,” stated Baez. “I nonetheless bear in mind folks coming right here and saying how did you guys do it?”

    Baez says, in different states, college district leaders wished to make use of transitional bilingual faculties to assimilate Spanish audio system into all-English lessons. In distinction, MPS embraced developmental bilingual schooling, which goals to show college students 50% in English and 50% in Spanish.

    Now, the advantages of bilingualism are extra widely known.

    “When youngsters are positioned in bilingual settings, they outperform monolingual college students academically, as a result of they’re capable of do teachers in two languages,” says UWM assistant professor and bilingual schooling skilled Tatiana Joseph. “However they’re additionally capable of assume in another way and course of in another way. And that impacts the mind in a great way.”

    MPS later expanded its bilingual choices to English audio system, with language immersion and twin language faculties. The primary was German Immersion College, in 1977. French, Spanish and Italian adopted.

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    A 3rd grade bilingual classroom at H.W. Longfellow College has directions in each Spanish and English.

    “The entire applications we provide are about language acquisition. However the language acquisition is instructed in another way,” says MPS’s Lorena Gueny. “Within the immersion, they begin within the goal language. Whether it is French, they begin in French 100%.”

    Then there are the dual-language faculties, often known as two-way bilingual. These are for each Spanish- and English-speaking college students.

    In 1988, Fratney launched its dual-language program within the Riverwest neighborhood.

    MPS Board President and former Fratney trainer Bob Peterson was concerned in that effort.

    “I strongly assist bilingual faculties, usually, however I additionally assist built-in faculties,” Peterson says. “To perform that, one has a two-way bilingual program. The objective is to have 50% Spanish-speaking college students and 50% English-speaking college students, and so they can study from each other.”

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    Milwaukee Public Colleges

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    These are the 21 MPS faculties with bilingual applications. The colleges in daring (Fratney, Riley, Hayes, Kagel and Lincoln) are two-way bilingual or twin language, which means they serve each native English and Spanish audio system. The others are one-way bilingual, geared towards English learners who converse Spanish as a primary language. This listing doesn’t embrace the language immersion faculties: German, French, Spanish and Italian. These faculties serve largely English audio system relatively than English learners.

    In 2020, MPS began providing highschool college students the chance to earn a Seal of Biliteracy by demonstrating proficiency in two languages. Milwaukee is one among simply 14 Wisconsin districts to supply that certificates.

    Tony Baez, who not too long ago completed a stint on the MPS college board, has pushed for the district to develop bilingual applications in its predominately Black north facet faculties. Baez notes that bilingual faculties are clustered on the south facet, whereas most language immersion faculties are on the western fringe of Milwaukee, and serve a whiter scholar inhabitants.

    “It is good for everyone, not only for Latino children,” Baez says. “If Milwaukee develops bilingual applications that attain everyone…the very act of studying a language will get children to confide in studying.”

    Again at Longfellow college, eighth grader Estefany Rivera-Gomez says, because the daughter of Mexican immigrants, she didn’t study to talk English till she was in kindergarten.

    “I really feel studying each English and Spanish makes me join extra to my tradition,” Rivera-Gomez says. “I really feel like if I had been to only be studying English, I might fall again in talking Spanish, and I might lose my tradition.”

    Estefany is glad she goes to a faculty the place her first language of Spanish is seen as an asset, not a deficit.

    Editor’s be aware: MPS is a monetary contributor to WUWM.

    Have a query about schooling you want WUWM’s Emily Recordsdata to dig into? Submit it beneath.

  • English booms in Swiss bilingual college streams
    Bilingual Education

    English booms in Swiss bilingual college streams


    The development is shifting in the direction of French-English or German-English bilingual streams. © Keystone / Christian Beutler

    Bilingual schooling, particularly on the higher secondary degree, is widespread in Switzerland, a report has summarised. Nonetheless, specialists reckon the rising reputation of English may signify a menace to the nationwide languages.

    This content material was printed on November 3, 2022 – 16:42

    Keystone-SDA/dos

    The 373 bilingual programmes presently out there all through the nation are a testomony to the modern method of the Swiss schooling system in terms of language studying, in line with the research led by the College of Geneva, printed on Thursday.

    4-fifths of the programmes registered in 2022 have been on the higher secondary college degree, the remainder on the earlier obligatory education degree – the place there may be “huge potential for growth”, the research mentioned.

    Bilingual streams are commonest in areas of the nation that are already multilingual: correspondingly, in Bern, Fribourg, Valais and Graubünden, the second of the 2 languages on supply is often one other of the 4 Swiss nationwide tongues (German, French, Italian or Romansh).

    Nonetheless, the commonest second language in general phrases – and the one principally seen in monolingual cantons – is English, which is seen as simpler to study and extra helpful.

    The research authors say this represents a doable “hazard of an anglicisation of the Swiss schooling system”, one thing which may result in a lack of significance for the nationwide languages. The research says politicians have a accountability to give you “smart” methods to decelerate this growth.

    In compliance with the JTI standards

    In compliance with the JTI requirements

    Extra: SWI swissinfo.ch licensed by the Journalism Belief Initiative

  • Mathematic

    Teaching English Resources And Skills

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  • Learning English: Defenders of bilingual education in Spain: ‘It’s a mistake to think that students will speak English like they do Spanish’ | Society
    Bilingual Education

    Learning English: Defenders of bilingual education in Spain: ‘It’s a mistake to think that students will speak English like they do Spanish’ | Society

    In recent years, an educational trend has gained new traction, one that holds that a pure British accent – the Queen’s English – no longer has to be the one that prevails when teaching, learning or using English to communicate. This trend, known as ELF (English as a lingua franca), favors a more neutral pronunciation where the goal is to get the message across.

    “The important thing now is being able to communicate; the purity of the accent is a thing of the past,” holds María Luisa Pérez, a professor of English studies at Jaén University and a leading researcher on this issue.

    This line of thinking bears a relationship to the debate on whether the bilingual Spanish-English education model used in some public schools in Spain is really up to par, considering that some regions – which have devolved powers over education – ask teachers for a B2 level, indicating fluency but not proficiency as defined by the Common European Framework of Reference for Languages (CEFRL). Other regions require teachers to prove a C1 level, for proficient users of the language.

    In recent years, nearly 90 centers have dropped out of the bilingual education system, viewing it as ineffective. But Pérez, just like other experts, warns that many people simply have the wrong idea of what a bilingual model really does. “It’s a mistake to think that children will end up speaking English just like they speak Spanish; the goal is for them to achieve a functional level that will let them communicate and work in the future,” she explains.

    Spain’s first English-Spanish bilingual program for public schools was introduced in 1996 as a joint initiative of the Spanish Education Ministry and the British Council. The goal was for students to become “fluent” in English, considered “decisive to favor employment prospects and professional ambitions.” Starting in the year 2000, regional governments began to launch their bilingual programs, and the number of enrolled students has grown 498% in a decade.

    At no point was it ever claimed that students would end up speaking perfect English, although that continues to be the hope of many families who sign up their children for these programs. So says David Marsh, who back in the 1990s (before the bilingual model was introduced) coordinated a team of psychologists, educators and scientists to analyze why, after eight years of studies at schools in various European countries, graduating students were barely able to put together a single sentence in English.

    False expectations

    Marsh and his team detected that the major problem was the methodology used at centers, based on memorizing and repeating concepts, with critical thinking relegated to a secondary role. Their solution was a system called CLIL (Content and Language Integrated Learning), which was included in the action plan to promote linguistic diversity launched by the European Commission between 2004 and 2006, and which lies at the heart of today’s bilingual model.

    This system defended learning a new language through the study of other subject matter such as maths, geography and history. But there was a limit: the student would never actually speak the second language as well as their native one. “The word bilingual is dangerous and it creates false expectations,” says Marsh. “Families think that if they take their children to a bilingual school, they will learn another language in a short space of time, but the real goal is for Europeans to be able to communicate at a basic level.”

    Administrators at the Isaac Albéniz secondary school in Leganés (Madrid) defend the bilingual model and report being pleased with the results. “Getting students to speak perfect English is impossible, we the teachers are not native-like, but we know enough to teach secondary school kids,” says Inmaculada Alonso, head of studies at the school and herself an English teacher. Alonso was a member of a panel that assessed teachers’ ability to be part of the bilingual program in the Madrid region, which requires a C1 level. “In the oral test, which is around 15 minutes, we made them talk about their life, their favorite movies…we didn’t let just anyone pass,” she says.

    Her colleague Óscar García, another school administrator, is convinced that accent plays a secondary role. “Some of them [students] have better pronunciation than others, but what’s really improved is their understanding, the way they follow the classes… we’re on the right track.” he says.

    However, there are many Spanish teachers who believe that under the current system, students are neither learning English properly nor grasping the content that’s being taught in that language – in primary school, natural and social sciences as well as arts and crafts; in secondary school, 40% of courses including geography, history, physics, chemistry and biology.

    But there are studies showing that performance in English has improved, while remaining stable in other subjects taught in that language. In 2018, the universities of Jaén and Córdoba published the Mon-CLIL report after working with a sample of 2,245 students at 43 public centers, three private ones and eight concertados (semi-private) in the regions of Andalusia, Extremadura and the Canary Islands. This report showed that children in bilingual programs scored 1.23 points higher in English than their peers in monolingual programs at the primary level, and 2.4 points higher at the secondary level. But they also performed 0.46 points better on Spanish at the primary level, and one point higher at the secondary level. As for other content taught in English, kids in their fourth year of secondary education scored 0.50 points higher than students in non-bilingual programs.

    The same report also underscored the problems with training teachers in bilingual programs, including a lack of familiarity with the concept of CLIL, which theoretically lies at the heart of the new methodology. Another weak point was the teachers’ low skills when the time came to communicate effectively in English with their students in class.

    “Every man for himself”

    Pedro, a 36-year-old interim teacher at a bilingual secondary school in Torrejón de Ardoz (Madrid), has never heard of CLIL. “Nobody has told me how I should teach my class; my understanding is that it falls within our academic freedom. The only thing they made quite clear is that classes had to be taught 100% in English and that tests have to be administered in English as well.” In his view, the situation could well be summarized as “every man for himself.” He obtained the C1 certificate during a year he spent at Oxford and teaching in English is not a problem for him, but he has received no specific training in methodology. No regional government requires this in order to teach in a bilingual program.

    Enrique Lafuente, who teaches a master’s degree in teacher training at Zaragoza University and has a degree in English studies, believes that the biggest problem lies in the fact that bilingual programs were launched without previously providing sufficient, extensive teacher training. “It’s not just about translating a textbook into English and teaching the class just like you would in Spanish,” he notes. “The CLIL involves a specific methodological change. Before starting on a new subject, you ask students what they already know and make them share it out loud with their peers. This creates a preliminary reflection as well as stimulating motivation.”

    The teachers should have basic knowledge of how a new language is learned, and help students produce texts as well as hold conversations in that language. “Teachers should provide the scaffolding, text structures that can be imitated in order to produce work of a certain quality… the science teacher must be aware of the student’s linguistic needs.”

    The program created by the Education Ministry and the British Council, with 147 participating public schools in 10 regions of Spain, theoretically includes something called a linguistic advisor, who serves as a coordinator of sorts and is required to have experience in the Anglo education system, preferably with field experience in the United Kingdom. This individual is in charge of conveying educational strategies to the teaching staff, and planning an integrated curriculum combining the Spanish coursework with elements of the British system. But this role does not in fact exist in Spain’s public bilingual schools – instead, there is a coordinator who is typically the school teacher with the strongest English skills.

    English version by Susana Urra.

  • Bilingual Education

    Teaching English Resources And Qualifications

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