Bilingualism in Education: A Comprehensive View
Bilingualism
Bilingualism is the ability of a person to use two languages interchangeably and effectively in any communicative situation. In other words, bilingualism can mean the ability to communicate with equal proficiency in two languages. However, it can also refer to the ability to communicate in two languages, even if one language is mastered more than the other.
Additive Bilingualism and Linguistic Interdependence
Jim Cummins, along with other authors, contrasted two psycholinguistic currents:
- Additive Bilingualism Enrichment Principle: Research suggests that bilingualism can positively affect both intellectual and linguistic progress. Bilingual children often exhibit more flexible thinking and process more language input than monolingual children. Crucially, they add a second language without losing their first language. As Cummins states, “The development of additive bilingual and biliteracy skills entails no negative consequences for children’s academic, linguistic, or intellectual development.”
- The Linguistic Interdependence Principle: This principle posits that while the surface aspects of different languages may be separate, there is a common underlying cognitive/academic proficiency that allows for the transfer of skills across languages.
Cummins argues that languages are not separated in the brain but are interdependent, with proficiency in one language influencing the others. In the classroom, educators should facilitate the transference of abilities and proficiencies (literacy). Comparison fosters learning.
Subtractive Bilingualism: Negative Psycholinguistic Concepts
In contrast to additive bilingualism, subtractive bilingualism suggests that learning a second language interferes with the first language. The second language is added by force, diminishing the first language and culture, potentially leading to their disappearance.
The Context of Our Schools
Schools often have students of diverse nationalities. The curriculum should be adapted to ensure no student is left unattended or out of context. Many schools aim for a bilingual curriculum, where some subjects are taught in a second language that differs from the students’ native language. Some programs aim for full bilingualism, while others facilitate the transition from a minority language to a majority language (which can risk the loss of the minority language). Others focus on improving students’ proficiency in a foreign language, emphasizing language as a tool.
The goal should be a bilingual program where each student maintains their L1 and learns a second language, integrating all students into the classroom environment.
As a Teacher…
In future classrooms, a bilingual curriculum should be implemented, incorporating activities such as:
My Country
Each student will present about their country (culture, meals, streets, etc.), integrating their L1 and the Spanish language (for foreign students) or Spanish and Valencià (for Spanish students). Each week, a student will research and present their culture, and classmates will write summaries. This activity is integrated into the Language Area.
The Bilingual Dictionary
When students encounter a new word, they will look up its meaning and write it in Spanish and their L1. This creates a class bilingual dictionary with diverse L1s for each word. At the end of the course, a copy of the dictionary will be printed for each student’s parents. This activity is also integrated into the Language Area.
Multilingual Football
This Physical Education activity involves playing a football match where the teacher (referee) knows basic words in each student’s L1 (e.g., Romanian, Valencià, Spanish, Maghrebi). The teacher will give instructions in different languages throughout the match, ensuring all students feel included and that no language is prioritized over another. The referee will rotate through all the languages represented in the class.