Visit to a blind student's school🧑🦯🧑🦯(community medicine)
Why English is Not Enough: The Benefits of Being Bilingual
1.
2. WHY ENGLISH IS NOT
ENOUGH
Fiona Boughey
@FionaR_B
Fiona.Boughey@stpauls.nsw.edu
.au
3. This is that part of the
world, with a concentration of
monolingual English
speakers, that operates in
English, thinks it only natural
that everything should happen
in English and should logically
be experienced and understood
in English. (Hajek, 2013)
THE
ANGLOBUBBLE
4. THE REST OF THE WORLD
Almost nine out of ten EU citizens believe that the ability to
speak foreign languages is very useful and 98% say that
mastering languages will be good for the future of their
children.
What is the richest country in
Europe?
How many languages do people
generally speak there?
In China, English is
considered a basic skill, not
a language
5. AUSTRALIA
Language study – lifestyle choice or
educational necessity?
40 minutes per week in primary
– enough?
Continuity?
Crowded curriculum?
6. BILINGUAL EDUCATION
Brain Benefits from Being Bilingual
New studies are showing that a multilingual brain is
nimbler, quicker, better able to deal with ambiguities, resolve
conflicts and even resist Alzheimer’s disease and other
forms of dementia longer.
http://www.nithyananda.org/sites/default/files/teaser_images_article/meditation-increases-brain-edit.jpg?13116
7. WHY LEARN A FOREIGN
LANGUAGE?
1. You become smarter
2. You build multitasking skills
3. You stave off Alzheimer’s and dementia
4. Your memory improves
5. You become more perceptive
6. Your decision-making skills improve
7. You improve your English
8. Convinced? How do we
communicate this to
parents, principals, students…?
http://media.npr.org/assets/img/2012/04/12/convince-90b94e058733faac1058fb27e322b6bfb35c339c-s6-c30.jpg
9. THE BENEFITS OF
LANGUAGE LEARNING FOR
LITERACY DEVELOPMENT
Metalinguistic awareness
Literacy in English
Impoverished view of
literacy?
10. NSW SCHOOLS WITH
BILINGUAL PROGRAMS
Campsie Public School (Korean)
Murray Farm Public School (Japanese)
Rouse Hill Public School (Chinese)
Scotts Head Public School (Indonesian)
12. ENGLISH IS NOT ENOUGH –
THE MONOLINGUAL MINDSET
94% of the world's population do not speak English
as their first language
75% of the world's population do not speak English at
all
13. ENGLISH IS NOT ENOUGH –
THE MONOLINGUAL MINDSET
There is a growing belief amongst language
professionals that the future will be a bilingual one, in
which an increasing proportion of the world’s
population will be fluent speakers of more than one
language.
How do our students fit
15. THE CHALLENGE
Get out of the
Anglobubble!
Change the monolingual
mindset
What “crowded
curriculum”?
ENGLISH IS
NOT ENOUGH!
Notes de l'éditeur
Question – how does learning additional languages enhance English literacy?
Key point – all students, all people are better off with more than one language!Hands up – how many people in the room speak more than one language?
Such a mindset sees everything in terms of monolingualism being the norm, even though there are more bi- and multilinguals in the world than monolinguals (Clyne, 2005)
Compared to Australia?Richest countries in Europe – Luxembourg, 3 languages spoken
Some provocations – where do you stand? Some of the things I talk about you may agree or not – that’s cool!
Studies have shown that children need certain preparatory skills in order to learn to read. These include metalinguistic awareness2. Learning a second language has been shown to enhance children’s metalinguistic awareness and thereby their reading readiness (eg. Yelland et al 1993). The literacy debate in Australia has tended to become very narrow and focused on ‘literacy in English’. This is an ‘impoverished view of literacy’ because it makes a very simplistic link between time spent on English literacy and learning. It ignores the complex and potentially rich understandings and insights which second language learning brings (Liddicoat, A. (2001) Language learners learn to talk about language as an object, to think about the components of language and the way in which messages are structured.
much needed academic language proficiency in English need not be at the cost of supporting students’ emergent bilingualismStudents - over 90% are from immigrant and refugee backgrounds where the home language is not English.In terms of English-language acquisition and proficiency, these students, as a group, experience no academic disadvantage in being taught bilingually for two to three years.Bilingual education helps with English literacy!
The ability to understand and engage with people of other languages and cultures will be fundamental to participation in increasingly multicultural and multilingual societies and the global economy In Australia, recognition of the importance of these skills has been very slow to develop, despite our increasing linguistic and cultural diversity. Michael Clyne has characterized this as ‘a persistent monolingual mindset’,
Simply introducing a second language program into a primary school does not automatically ensure that the benefits to learners will become available. Questions such as the amount and quality of exposure to the second language, teacher competency, resources and motivation, methodology and continuity of programs are all key elements in delivering these benefits to children.