¿Intensificación del inglés o bilingüismo en la institución escolar?
Keywords:
institución educativa, intensificación del inglés, bilingüismo, educación bilingüe.
Abstract
Las directivas de las instituciones educativas deben tomar decisiones informadas acerca de si intensifican el inglés o se convierten en bilingües, con el fin de impactar positivamente la vida de sus alumnos y la de sus familias. Este artículo presenta diversos estudios relacionados con el bilingüismo y la educación bilingüe: se hace la distinción entre un colegio de intensificación en lengua extranjera y un colegio bilingüe nacional; se definen las competencias analítica y comunicativa; se resalta la diferencia entre segunda lengua y lengua extranjera y posteriormente se presentan las definiciones más utilizadas hoy en día sobre bilingüismo; se analizan las ventajas y posibles desventajas del bilingüismo y se describe en qué consiste la educación bilingüe. Enseguida, se habla sobre la forma de implementar un programa de intensificación del inglés o bilingüe y se finaliza con una reflexión sobre el hecho de que ser bilingüe va más allá de hablar dos lenguas y trae consecuencias a nivel educativo, social, económico, cultural y político.
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Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. A reassessment. Applied Linguistics. (2) 132-149.
Cummins, J. (1988). From multicultural to antiracist education: an analysis of programs and policies in Ontario. In
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Cummins, Jim (2000). Language, Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual
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Cummins, J. (2001). Instructional Conditions for Bilingual Development. International Journal of Bilingual Education and Bilingualism. (4, 1) 61-75.
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Cummins, J. (2007. Negociar las Identidades: La Educación para el Empoderamiento en una Sociedad Diversa. Clevedon: Multilingual Matters.
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De Mejía, et al. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities. Colombian Applied Linguistic Journal. (8).
Dewey, J. (1989). ¿Cómo pensamos? Nueva exposición de la relación entre pensamiento ref lexivo y proceso educativo. Paidós.
Fishman, J. (1976). Bilingual Education. Newbury House Publishers.
Fleta, T (2006). Stepping Stones for teaching .English L. in the early years», en Mitchell-Shuitevoerder & Mourao, S. (eds.), Teachers and Young Learners. Research in our classrooms. 43-50. Canterbury: IATEFL. Freeman, R.Reviewing the Research on Language Education Programs.. En García, O., Baker, C. (2007). Bilingual Education. An Introductory Reading. Clevedon: Multilingual Matters.
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Genesee, F. (2004). What do we know about bilingual education for majority language students? En Bhaktia, T.K., & Richie, W. (Eds.) Handbook of Bilingualism and Multilingualism. Malden, MA: Blackwell. 547-576.
Grosjean, F. (1985). Life with Two languages: An Introduction to Bilingualism. Cambridge, MA: Harvard Univer-
sity Press.
Grosjean, F. (1985). The Bilingual as a Competent but Specific Speaker Hearer. Journal of Multilingual and Multi-
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Grosjean, F. (1994). Individual Bilingualism. In Asher, R. E. & Simpson, J. M. (eds). The Encyclopedia of Language and Linguistics. Vol. 1. Oxford: Pergamon.
Grosjean, E. (2008). Studying Bilinguals. Oxford University Press.
Grosjean, F. (2010). Bilingual: Life and Reality. Cambridge: Harvard University Press.
Hornberger, N.H. (1991). Extending Enrichment Bilingual Education: Revisiting typologies and redirecting policy. In García, O. (ed) Bilingual Education Focus scrhift in honor of Jeshua. A. Fishman. Vol. 1, 215-234). Philadelphia: John Benjamins.
Jonstone, R. (2007). .Characteristics of Immersion Programs.. En García, O., Baker, C. (2007). Bilingual Education. An Introductory Reading. Clevedon: Multilingual
Matters.Intensificaci.n del ingl.s o bilingüismo en la instituci.n escolar?
Jordán, A. (1994). La escuela multicultural. Un reto para el profesorado. Barcelona: Paidós.
Krashen, S.D. (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International.
Lambert, W. (1955). Measurement of the linguistic dominance of bilinguals. Journals of Abnormal Social Psychology, 50, 197-200. Recuperado de http://psycnet.apa.org/journals/abn/50/2/197/
Macnamara, J. (1969). How can one measure the extent of a person.s bilingual proficiency? In L. Kelly (Ed.), Description and measurement of bilingualism: An international seminar, University of Moncton, 80-97. Toronto: University of Toronto Press.
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Serie Guías No. 22. Bogotá: Imprenta Nacional.
Ministerio de Educación Nacional. (2013). Manual de autoevaluación y clasificación de Establecimientos Educativos Privados con oferta para Educación Preescolar, Básica y Media, Instructivo A para Preescolar, Básica y Media. Bogotá: Imprenta Nacional.
Molina Luque, J. F. (1994). Sociedad y educación: perspectivas interculturales. Barcelona: Eines.
Moreno Fern.ndez, F. (1998). Principios de sociolingü.stica y sociología del lenguaje. Barcelona: Ariel.
Paradis, J., Genesee, F., & Crago, M. (2011). Dual Language Development & Second Language Learning. Paul H. Brookes Publishing Co.
Richards, J.C. & Rogers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: CUP.
Romero, R. (2005). Para vivir en un mundo global. Al tablero (37).
Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8 (2), 15-34.
Siguan, M & Mackey, W.F. (1987). Educaci.n y bilingüismo. Madrid: Santillana-UNESCO.
Skutnabb-Kangs, T. (2000). Linguistic Genocide in Education-or Worldwide Diversity and Human Rights. Mahwah, NJ: Erlbaum.
Skinner, B.J. (1970). Tecnología de la enseñanza. Editorial Labor.
Tucker, G.R. (1999). A global perspective on bilingualism and bilingual education. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. En:O. García y C. Baker (2007). Bilingual Education. An Introductory Reading. Clevedon: Multilingual Matters.
Weinreich, U. (1968). Languages in contact: findings and problems. New York: Linguistic Circle. Mouton & Co.
Vygotsky. (1978). Pensamiento y lenguaje. Fausto Editores.
Arnau, J. (2000). Catalan Immersion Teachers: Principles of Language Teaching, International Journal of Bilingual Education and Bilingualism, (3, 2) 79-100.
Baker, C. & Prys Jones, S. (1998). Encyclopedia of Bilingualism and Bilingual Education. Clevedon: Multilingual Matters.
Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. 4th Edition. Clevedon: Multilingual Matters.
Baker, C. (2007). A parents´ and Teachers´ Guide to Bilingualism. Clevedon: Multilingual Matters.
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. 5a Ed. Multilingual Matters.
Bloomfield, L. (1935). Aspectos lingü.sticos de la ciencia. Taller de Ediciones.
Brinton, D.M., Snow, M.A. and Binghman Wesche, M. (1989). Content-based Second Language Instruction. Boston: Heinle and Heinle.
Brunner, Jerome (1966). Toward a Theory of Instruction. Harvard University Press.
Brunner, J. (1975). Language as an Instrument of Thought. In A. Davies (ed.) Problems of Language and Learning.
London: Heinemann.
Canale, M. and Swain, M. (1980). Theoretical bases of communicative approaches to second-langue teaching and learning. Applied Linguistics, (1) 1-47.
Carbajal, V.C. (2006). Cambio y conservación intergeneracional del Quechua. PROEIB Andes.
Chamot, A.U. (2007). Accelerating academic achievement of English language learners: A synthesis of five evaluations of the CALLA Nodel. In Cummins, J .C., & Davison, C. (Eds). The international handbook of English language learning, Part I. 317-331 Norwell, Ma: Springel Publications.
Chamot, A.U. (2009). The CALLA Handbook: Implementing the Cognitive Academic Learning Approach, 2a. Ed. White Plains, NY: Pearson Education Longman.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. A reassessment. Applied Linguistics. (2) 132-149.
Cummins, J. (1988). From multicultural to antiracist education: an analysis of programs and policies in Ontario. In
Sknutnabb-Kangas, T. & Cummins, J. (eds). Minority Education, 127-160. Clevedon: Multilingual Matters.
Cummins, J. (1994). Knowledge, power and identity in teaching English as a second language. In F. Genesee (ed) Educating Second Language Children. The Whole Child, The Whole Curriculum, The Whole Community. Cam-bridge: Cambridge University Press.
Cummins, Jim (2000). Language, Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual
Matters.
Cummins, J. (2001). Instructional Conditions for Bilingual Development. International Journal of Bilingual Education and Bilingualism. (4, 1) 61-75.
Cummins, J. (2001). Bilingual Children.s Mother Tongue: Why Is It Important for Education? 2001, February. Sprogforum, 7 (19), 15-20. Recuperado de http://www.iteachilearn.com/cummins/mother.htm
Cummins, J. (2007. Negociar las Identidades: La Educación para el Empoderamiento en una Sociedad Diversa. Clevedon: Multilingual Matters.
Chomsky, N. (1979). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.
De Mejía, et al. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities. Colombian Applied Linguistic Journal. (8).
Dewey, J. (1989). ¿Cómo pensamos? Nueva exposición de la relación entre pensamiento ref lexivo y proceso educativo. Paidós.
Fishman, J. (1976). Bilingual Education. Newbury House Publishers.
Fleta, T (2006). Stepping Stones for teaching .English L. in the early years», en Mitchell-Shuitevoerder & Mourao, S. (eds.), Teachers and Young Learners. Research in our classrooms. 43-50. Canterbury: IATEFL. Freeman, R.Reviewing the Research on Language Education Programs.. En García, O., Baker, C. (2007). Bilingual Education. An Introductory Reading. Clevedon: Multilingual Matters.
García Castaño, F. J., y Pulido Moyano, R. A. (1992). Educación multicultural y antropología de la educación. En Fermoso, P. (ed.) Educación intercultural: la Europa sin fronteras. Barcelona: Narcea.
Genesee, F. (2004). What do we know about bilingual education for majority language students? En Bhaktia, T.K., & Richie, W. (Eds.) Handbook of Bilingualism and Multilingualism. Malden, MA: Blackwell. 547-576.
Grosjean, F. (1985). Life with Two languages: An Introduction to Bilingualism. Cambridge, MA: Harvard Univer-
sity Press.
Grosjean, F. (1985). The Bilingual as a Competent but Specific Speaker Hearer. Journal of Multilingual and Multi-
cultural Development, (6) 467-477.
Grosjean, F. (1994). Individual Bilingualism. In Asher, R. E. & Simpson, J. M. (eds). The Encyclopedia of Language and Linguistics. Vol. 1. Oxford: Pergamon.
Grosjean, E. (2008). Studying Bilinguals. Oxford University Press.
Grosjean, F. (2010). Bilingual: Life and Reality. Cambridge: Harvard University Press.
Hornberger, N.H. (1991). Extending Enrichment Bilingual Education: Revisiting typologies and redirecting policy. In García, O. (ed) Bilingual Education Focus scrhift in honor of Jeshua. A. Fishman. Vol. 1, 215-234). Philadelphia: John Benjamins.
Jonstone, R. (2007). .Characteristics of Immersion Programs.. En García, O., Baker, C. (2007). Bilingual Education. An Introductory Reading. Clevedon: Multilingual
Matters.Intensificaci.n del ingl.s o bilingüismo en la instituci.n escolar?
Jordán, A. (1994). La escuela multicultural. Un reto para el profesorado. Barcelona: Paidós.
Krashen, S.D. (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International.
Lambert, W. (1955). Measurement of the linguistic dominance of bilinguals. Journals of Abnormal Social Psychology, 50, 197-200. Recuperado de http://psycnet.apa.org/journals/abn/50/2/197/
Macnamara, J. (1969). How can one measure the extent of a person.s bilingual proficiency? In L. Kelly (Ed.), Description and measurement of bilingualism: An international seminar, University of Moncton, 80-97. Toronto: University of Toronto Press.
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Serie Guías No. 22. Bogotá: Imprenta Nacional.
Ministerio de Educación Nacional. (2013). Manual de autoevaluación y clasificación de Establecimientos Educativos Privados con oferta para Educación Preescolar, Básica y Media, Instructivo A para Preescolar, Básica y Media. Bogotá: Imprenta Nacional.
Molina Luque, J. F. (1994). Sociedad y educación: perspectivas interculturales. Barcelona: Eines.
Moreno Fern.ndez, F. (1998). Principios de sociolingü.stica y sociología del lenguaje. Barcelona: Ariel.
Paradis, J., Genesee, F., & Crago, M. (2011). Dual Language Development & Second Language Learning. Paul H. Brookes Publishing Co.
Richards, J.C. & Rogers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge: CUP.
Romero, R. (2005). Para vivir en un mundo global. Al tablero (37).
Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8 (2), 15-34.
Siguan, M & Mackey, W.F. (1987). Educaci.n y bilingüismo. Madrid: Santillana-UNESCO.
Skutnabb-Kangs, T. (2000). Linguistic Genocide in Education-or Worldwide Diversity and Human Rights. Mahwah, NJ: Erlbaum.
Skinner, B.J. (1970). Tecnología de la enseñanza. Editorial Labor.
Tucker, G.R. (1999). A global perspective on bilingualism and bilingual education. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. En:O. García y C. Baker (2007). Bilingual Education. An Introductory Reading. Clevedon: Multilingual Matters.
Weinreich, U. (1968). Languages in contact: findings and problems. New York: Linguistic Circle. Mouton & Co.
Vygotsky. (1978). Pensamiento y lenguaje. Fausto Editores.
Published
2016-10-13
How to Cite
ArciniegasM. C. (2016). ¿Intensificación del inglés o bilingüismo en la institución escolar?. Revista Hojas Y Hablas, (11), 20-36. Retrieved from https://revistas.unimonserrate.edu.co/hojasyhablas/article/view/5
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ARTICLES
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