Elia - 2019 - Nº 1 Monográfico

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

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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.
Does clil exposure affect the acquisition of reference in narratives? A corpus-based study of L2-English
(Universidad de Sevilla, 2019) Quesada, Teresa; Ministerio de Economía y Competitividad (MINECO). España
A great amount of literature in the Spanish educational context investigates the possible benefits of Content and Language Integrated Learning (CLIL) instruction. Some studies focus on the benefits of CLIL in general proficiency, while others focus on specific areas of language (Ruiz de Zarobe, 2011). These studies show that CLIL seems to be beneficial for general proficiency (though there is counterevidence), but the benefits are not so evident for specific linguistic areas. The use of referring expressions (REs) is a specific linguistic area well investigated in Second Language Acquisition Research but still not explored in CLIL settings. This study, thus, investigates this phenomenon from the point of view of CLIL instruction and tries to add some insights to the field of SLA. Therefore, the main goal of this study is to investigate the use of REs in discourse and the factors that constraint their use and determine whether their acquisition depends on the exposure to CLIL. In order to do so, we use a corpus-based methodology and analyse written narratives comparing CLIL and non-CLIL learners. Results show that i) the use of REs is constrained by several factors and ii) CLIL instruction may be beneficial for the use of REs at early stages but CLIL and non-CLIL learners end up behaving similarly at intermediate stages and their production is still far from the native norm; that is, longer exposure to the L2 through CLIL instruction does not ultimately pose benefits at the syntax-discourse interface.
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.
Family bilingualism: An English-Spanish case study in Madrid (Spain)
(Universidad de Sevilla, 2019) Ruiz Martín, Arancha
This article is a contribution to the study of family bilingualism in the form of a case study, using some ethnographic techniques. It offers the example of a mixed-language couple raising their children bilingually in English and Spanish in Madrid (Spain) by choice, not by need. The author describes and analyses this process and the consequences to date in her own family by using theoretical and empirical knowledge acquired through research on the subject along with her notes on her children’s bilingual development. Thus, both as a parent and a linguist, the author hopes to provide a comprehensive and authentic example of a bilingual family which could serve to help other researchers and parents to understand the practice of raising bilingual children. Different aspects are included, such as the beliefs, decisions, achievements, regrets and hopes experienced by her family as well as the results achieved so far. Another aim is to demonstrate the advantages of drawing on knowledge from both the academic and the non-academic world, how both sides complement each other and should therefore share information for the benefit of all so that it proves useful for real life. This case study also highlights the importance of how learning about the subject can be beneficial to succeed in the process of bringing up children bilingually. As experienced by the author’s own family, misconceptions about bilingualism and a lack of reliable information can influence the development of the children’s bilingualism as parents might not be able to make informed decisions during the process.
Myths and challenges on raising bilingual children in English by non-native parents in Spain
(Universidad de Sevilla, 2019) Lozano-Martínez, Laura
English has become a lingua franca in most international settings. Citizens in a globalized world need multilingual profiles in order to enhance their employability (Baker, 2011). Consequently, Spanish-English bilingual programmes have proliferated in Spain to meet such requirements (LozanoMartínez, 2017). In order to foster their children’s learning experience, some Spanish non-native English-speaking parents have decided to speak to their children in English. Thus, family language planning is crucial to children’s linguistic development. When the socialization scope of the baby goes beyond the family, children’s language awareness is progressively weakened (Zhao, 2018). In this way, what are the challenges? Which preconceived ideas prevent some parents from trying or reinforcing their language planning endeavour? What kind of support is needed, or available, in order to complete an input based on the ‘one person-one language’ strategy (OPOL) which, according to De Houwer (2007) is not enough on its own? In this sense, there are only a few references like those of Saunders (1988) and Jernigan (2015) about non-native speakers who raise their children bilingually. We come across even less references about studies contextualized in Spain as that by Sánchez Torres (2010). Further studies are needed. This paper aims to identify the aforementioned challenges and myths, by means of the quantitative analysis of the data obtained from a questionnaire fulfilled by 735 families that allows us to describe the present scenario.
L1 attrition's stance within multicompetence: Translingual and trans-semiotic flows in educational contexts
(Universidad de Sevilla, 2019) Amondarain Garrido, Maite
All multilinguals are subjected to alteration in their L1 oral production, because they do not use it or due to the influence of other dominant languages. Besides, the language acquisition trajectory is featured by segregation, especially in educational contexts, where due to globalization, the foreign language is increasingly gaining relevance. This also provokes reservations about the danger of multilinguals not attaining adequate communicative skills in the L1. Moreover, the construction of meaning seems to be characterised by the interchange of different modes that flow in social intercommunication. The present review of previous research on translanguaging and multimodality makes us comprehend the relationship between the two concepts within the multicompetence perspective. This describes language as a multisensory and multimodal semiotic system associated with other recognizable cognitive systems that cannot be separated. The concept of translanguaging suggests the integration of various languages in discourse. Furthermore, from the multicompetence perspective, the use of different languages is understood as an acculturation process. This fact, together with the impact of other languages on the L1, may underlie attrition. The supposition that multilingualism relates to the speakers’ whole mind explains how development also occurs within their entire linguistic repertoire. Thus, translanguaging can be understood as a benefit for minoritised languages not isolating them from others. The present study tries to shed light on how our translingual instinct as part of multimodality, within the multicompetence perspective, may endow the teaching and learning processes, and in particular L1 communicative skills, with the richness of the whole communicative repertoire.
When bilingualism goes beyond one's extectations: the learning of cognates amongst adult EFL students
(Universidad de Sevilla, 2019) Colombo López, María Lorena
Learning a foreign language (FL) is often perceived as a difficult objective to accomplish by adult learners. This is the case of Spanish adult learners who resume their Secondary Education studies and are required to study English as a mandatory subject, even if they have had little or no contact with the FL before. Therefore, neither educational authorities nor teachers support the implementation of a bilingual program since they consider these students’ success in it would be limited. Research suggests that vocabulary plays a crucial role in learners’ FL overall competence and that adult beginners benefit from explicit training in vocabulary acquisition strategies. The present study examines the role of Spanish-English cognates and a technology-based approach in the improvement of learners’ lexical knowledge. An experimental and a control group from the same adult education centre were recruited for the study. While the control group continued with regular instruction, the experimental group received teaching in cognate awareness as a learning strategy. Along with this training, participants completed a Massive Online Open Course (MOOC) focused on the self-study of 1,000 highly frequent English words, among which cognates played a salient role. Both groups completed a vocabulary test before and after the intervention period, with the experimental group significantly outperforming the control group. Therefore, as predicted by previous studies, explicit training in cognates fosters the acquisition of FL lexical competence by assisting the learning of less-proficient students, such as those enrolled in Adult Education.
Bilingual education in the region of Murcia: a qualitative study on teachers' views
(Universidad de Sevilla, 2019) Brady, Imelda Katherine; García-Pinar, Aránzazu
Following a decade of the implementation of a Spanish-English bilingual education system in compulsory education in the Region of Murcia (Spain), it seems increasingly important to gain understanding and insight into teachers’ attitudes, beliefs and professional mindsets about relevant bilingual linguistic policies. To this end, a qualitative study was designed to analyse data from interviews conducted with 23 teachers both from primary and secondary education of the Region of Murcia, Spain. This study captures a snapshot of the processes these teachers have gone through since bilingual education was first introduced in 2009, and taps into their attitudes regarding the difficulties and challenges they have had to face, in particular, in terms of methodologies, training and teaching resources. Additionally, the study also explores the areas in which teachers and coordinators of bilingual schools feel policy makers could have offered more support in order to enhance both their teaching and the student’s learning.
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.
Bilingual education in minority language contexts: when a high level of linguistic competence is not enough
(Universidad de Sevilla, 2019) Duibhir, Pádraig Ó
Much of the debate on bilingualism and interculturality has focused on the cultural and linguistic diversity of indigenous populations in regions such as South America. In Europe and North America, the educational rights of migrant children have been emphasised. The needs of speakers of regional, minority or lesser-used languages have tended to be overlooked and hence received less attention in the literature. The most distinctive differences between minority language speakers and their compatriots are, on the surface at least, linguistic rather than cultural. This paper explores current discourse and research about the linguistic identity of speakers of minority or lesser-used languages, living in communities where world languages predominate. My background in Irish-medium education in Ireland has been a driving force in questioning and understanding the factors within schools and across the wider community and society that influence active bilingualism. In my experience, minority language speakers seek to negotiate a bi- or pluri-lingual identity. The role of minority language education in supporting individual emerging identity is complex. Evidence from the Irish context suggests that while the Irish-medium education system is successful in generating competent bilingual speakers, the graduates of this system don’t necessarily become active bilinguals. Power, prestige and status lie with the dominant language and students may consider the minority language redundant with limited function. Emerging evidence suggests that the school environment may have limited influence in shaping teenagers’ bilingual identity and this paper will explore why competence is not enough.
Critical perspectives in intercultural language learning
(Universidad de Sevilla, 2019) Liddicoat, Anthony J.
Intercultural language teaching and learning is one manifestation of the critical turn in language education. Its critical dimension is characterised by a strong emphasis on self-reflexivity in both teaching and learning, and by a transformational agenda for language education (Liddicoat & Scarino, 2013). Within language education, the critical project requires that the focus of language learning is to develop social actors capable of using language repertoires in ways that provide for agency both over language (in the choices they make about how to use their language resources) and through language (in the social possibilities they realise for themselves through their language repertoires). Within such a view of education, critical reflection comes to play an important role. To consider language education in such a way requires reconceptualising some of the fundamental starting assumptions of language education, which provides a basis for creating new emphases in both theory and practice. This article begins by examining the nature of this reconceptualisation and then examines the consequences of such reconceptualising for teaching and learning. It examines data from language learners to exemplify the forms of learning involved in this manifestation of the critical turn in language education.
Bilingualism and bilingual education: new approaches and challenges. Foreword
(Universidad de Sevilla, 2019) Chacón-Beltrán, Rubén; Echitchi, Raymond

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