Elia - 2019 - Nº 1 Monográfico

URI permanente para esta colecciónhttps://hdl.handle.net/11441/99021

Examinar

Mostrando 1 - 4 de 4

Bilingual education research: a bibliometric study
(Universidad de Sevilla, 2019) Aleixandre Agulló, Joan; Cerezo Herrero, Enrique; Generalitat Valenciana
The aim of this paper is to analyze through bibliometric indicators the scientific literature related to bilingual education published between 1968 and September 2018. Bilingual education is shaping current educational systems all around the world. Bilingualism is thus a latent phenomenon in today’s society and the number of educational practices including at least two languages in the teaching process is on the increase. Hence, the need to conduct a study with the objective of knowing where we stand as far as research is concerned and where it is headed for. For the sake of this study, the research corpus was obtained in the Science Citation Index and in the Social Science Citation Index. 1,725 articles were retrieved, which have been published in journals of various thematic areas. The results show a sharp increase in scientific production. 37 annual papers have been published on average since 1968 and about 128 annual papers if only the last decade is taken into consideration. Additionally, a high degree of multidisciplinarity and participation has been noticed in different areas such as education, linguistics or humanities.
Implementarion of bilingual programs in primary education: teaching and evaluation strategies
(Universidad de Sevilla, 2019) Bolarín Martínez, María José; Porto Currás, Mónica; Lova Mellado, María
This article aims to provide a reflective analysis about the implementation of bilingual programs in the classroom. A qualitative research methodology, eminently descriptive, and open-ended interviews as a tool for collecting information have been used. The formulation of open-ended questions, with a medium-low structural level, allowed us to know the ideas, beliefs and opinions of the interviewees about the teaching strategies and forms of assessment used in the Primary Education classrooms. This interview was carried out with 78 teachers, from both public and private schools, attending a stratified sampling that allowed us to reach 21% of the centres that had developed bilingual programs in the Community of Murcia when the research took place. The information obtained was classified in different categories and, from this categorization the analysis was carried out by the program of qualitative data analysis MAXQDA version 10. The main results show that the implementation of bilingual education involves a change in the methodologies used by teachers in the classroom and also a more active and participative role by the students.
Official bilingualism and indigenous language loss: the case of Cameroon
(Universidad de Sevilla, 2019) Echitchi, Raymond
Cameroon is an African country whose complex linguistic and cultural situation has attracted a lot of interest in academia. From the early days of independence, decision-makers in Cameroon have attempted to find ways to promote a peaceful coexistence between the various languages and cultures within the country. Nevertheless, they have mostly encouraged the use of two colonial languages as evidenced by the country’s dual system of education. Though the dominance of English and French in Cameroon’s education has had positive effects such as opening the country to the world, it has also contributed to the marginalisation and gradual extinction of vernacular languages, which were spoken before the arrival of colonial masters. This paper therefore sets out to examine the reasons behind the overwhelming presence of European languages in Cameroon’s education. It is also a call for the preservation of Cameroon’s indigenous languages in a context where most of them are losing domains of use. Claims made in this paper are backed by a review of research works on Cameroon’s language situation, a description of Cameroon’s education system, and an observation of the country’s linguistic and cultural dynamics. The foregoing shall be complemented by the author’s first-hand experience and continuous contact with teachers and other educational stakeholders.
The possibilities of elective bilingualism in BFLA: Raising bilingual children in monolingual contexts
(Universidad de Sevilla, 2019) García Armayor, Ovidio
“Elective bilingualism”, in broad terms, is defined as a characteristic of individuals who choose to learn a new language, but in more specific terms (when it is synonymous to “artificial bilingualism” and to “non-native bilingualism”), it refers to the linguistic choice of people who opt to speak what is a foreign language for them in a society where this language is not the community language. Combined with the OPOL (One Parent One Language) strategy, with both parents having the same mother language (L1) and at least one of them being proficient in a second language (L2), it offers families the possibility of rearing a bilingual child in monolingual contexts. Given the inherent advantages to children’s education and careers that could stem from elective bilingualism, it is worth dedicating a linguistic study to exploring its possibilities and limits in the field of Bilingual First Language Acquisition (BFLA). This study sought to ascertain whether a certain degree of simultaneous childhood bilingualism can be achieved in monolingual societies, and its findings are encouraging.

Examinar

Examinando Elia - 2019 - Nº 1 Monográfico por Materia "Bilingüismo"