- "Multilingual education typically refers to 'first-language-first' education, that is, schooling which begins in the mother tongue and transitions to additional languages."
Outlines the methods used for teaching multilingualism, including immersion, bilingual education, and sequential bilingualism.
Language Acquisition: This topic deals with the acquisition of languages, including how it happens, what factors influence it, and its different stages.
Bilingualism: This topic deals with individuals who speak two languages fluently and the different types of bilingualism, including compound, coordinate, and subordinate bilingualism.
Multilingualism: This topic deals with individuals who speak three or more languages fluently and the benefits and challenges of being multilingual.
Language Policy and Planning: This topic deals with the policies and frameworks for regulating multilingualism, including the promotion and protection of minority languages and the effects of language policies on multilingualism.
Code-switching: This topic deals with the phenomenon of switching between different languages or language varieties in a single conversation or interaction.
Mother Tongue-Based Multilingual Education (MTB-MLE): This topic deals with using the learners' mother tongue as the medium of instruction in the early years of education to enhance language proficiency, literacy, and academic achievement.
Content and Language Integrated Learning (CLIL): This topic deals with teaching academic content in a language that is not the learners' first language, with the aim of developing both language and subject knowledge.
Heritage Languages: This topic deals with the maintenance and preservation of languages that are no longer widely spoken, including the role of community organizations, institutions, and schools in heritage language education.
Translanguaging: This topic deals with the intentional and flexible use of all the languages and language varieties at the disposal of the learner to facilitate communication, learning, and self-expression.
Second Language Acquisition: This topic deals with the acquisition of languages beyond the first language, including the different approaches, methods, and techniques of teaching second languages.
Bilingual Education: The instruction is given in two languages, often the student's mother tongue and the majority language of the community, with the aim of developing proficiency in both languages.
Dual Language Immersion: The instruction occurs in both languages throughout the day, with each language being used approximately 50% of the time.
Translanguaging: The use of different languages interchangeably within the learning environment so that students are encouraged to use their complete linguistic repertoire in order to develop language skills and cognitive abilities.
Content and Language Integrated Learning: Language instruction is given through the instruction of a non-language subject, such as history or science, with the goal of integrating language competencies with subject matter learning.
Heritage Language Instruction: Instruction is given to individuals who already speak or have some proficiency in their heritage or ancestral language.
Immersion Education: Students are placed in an environment where the language of instruction is not their first language, and they are expected to learn the language by being immersed in it.
One-Way and Two-Way Language Immersion: Two-way immersion involves both language minority and majority students, and instruction is given in both languages. One-way immersion involves only minority language students and is intended to help them develop proficiency in the language of instruction.
Language Sensitive Subject Instruction: In this model, the instruction is given in the majority language of the community, but the instruction is language-sensitive, which means that the teacher is aware that students come from various linguistic backgrounds and adjusts their teaching to take this into account.
Sheltered Instruction: This type of instruction involves the use of simplified language and academic material to support students who are still learning the majority language of the community.
Multicompetence Instruction: This model integrates the entirety of the student's linguistic repertoire as a starting point for language learning, viewing multilingualism as an advantage and an asset.
Interdependent or Intertwined Language Learning: This approach promotes the view that languages are interdependent and must be learned in conjunction with one another so that communication can be effective.
Language Learning for Social Justice: This approach focuses on the critical analysis and development of language as a tool for social justice and empowerment.
Multiliteracy Approach: This model takes into account that the literacies of different languages are varied and proceeds from this understanding to promote diverse literacy practices that enrich students' linguistic competencies.
Maintenance Bilingual Education: This approach focuses on a student's already established language abilities and seeks to maintain and further develop these abilities while also teaching the majority language of the community.
- "Typically MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system."
- "Speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system."
- "There are increasing calls to provide first-language-first education to immigrant children from immigrant parents who have moved to the developed world."
- "First-language-first education" refers to schooling that begins in the mother tongue and later incorporates additional languages.
- "MLE programs are situated in developing countries where speakers of minority languages... tend to be disadvantaged in the mainstream education system."
- "Speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system."
- "Immigrant children from immigrant parents who have moved to the developed world" are the target learners for first-language-first education.
- "Schooling... begins in the mother tongue."
- "MLE programs... transitions to additional languages."
- The main purpose is to provide non-dominant language speakers with education opportunities that prioritize their mother tongue.
- They are disadvantaged because their languages are considered non-dominant.
- "Speakers of minority languages" are the speakers of non-dominant languages.
- Non-dominant languages are minority languages that tend to be disadvantaged.
- People are calling for it in developed countries where immigrant parents have moved.
- The aim is to offer a supportive education model that allows immigrant children to develop their mother tongue while learning additional languages.
- Multilingual education addresses their needs by prioritizing their mother tongue and providing a bridge to additional languages.
- Minority language speakers, specifically those who are disadvantaged in the mainstream education system, could benefit from multilingual education.
- Minority language speakers are typically disadvantaged in developing countries.
- The key principle is to start education in the mother tongue and then transition to additional languages.