Bridging the Language Divide: Please keep this are a clear

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Understanding Bilingualism (delete this info and box whe n ready)

© 2022 by Ann Mayeda. Bridging the Language Divide: Understanding Bilingualism for the “Integrated Language Learning in Early Childhood: Focus on
Literacy and Numeracy” program, sponsored by the U.S. Department of State and the Regional English Language Office in Manila; funding provided by the
U.S. government and administered by English Language Programs, Georgetown University. This work is licensed under the Creative Commons Attribution
4.0 License, except where noted. To view a copy of the license, visit: http://creativecommons.org/licenses/by/4.0/
 What to
What to Expect
Expect

• 60 - 75 minute sessions
• Share ideas and questions
• Reflect on options to adapt
concepts and activities
 Today’s menu

1. Bilinguals and bilingualism: A definition

2. Benefits of bilingualism
3. Code-switching in the classroom
4. Schema or background knowledge
5. The power of reading and stories
6. Your turn! Using your Teacher-as-Learner Journal
Share your thoughts
Make a comparison how languages
developed in children before and
now.
1. What is bilingualism?

“Bilinguals are those who use two or

more languages in their everyday
lives.”

(Grosjean, 2010:4)
Bilingualism

Filipino
Home/
community language
(L1)

English
Bilingual
• An individual fluent in two languages
• The ability to use two languages effectively

Translating?
The 4 Language Skills/Abilities

Receptive skills
Listening Listening

Speaking Reading

Reading Speaking

Writing Writing Productive

skills
Bilingualism is multi-
dimensional!!!
Ability

Listen and/or read in one or both languages

Receptive bilinguals, sometimes called passive bilinguals.

Speak and/or write in one or both languages

Productive bilinguals
Use

Domains: places where each language is used or acquired.

Context/situations: schoolyard, texting, email, etc.
Balance
Ability or use of the two languages is not equal. Often one
language is stronger than the other at different points in life.
This can change over time.
Fluid and dynamic
Age of acquisition or exposure

Simultaneous bilingualism
When children learn two languages from birth.

Consecutive or sequential bilingualism

When a child learns a second language after about 3 years
old.
Given what you know so far…

In your opinion then, when do you think is the best time to

introduce a second, or third language?
Development

• Incipient bilinguals: one well-developed language, and the

other is in the early stages of development.
• Ascendent bilingualism: the second language is developing
rapidly.
• Recessive bilingualism: one language is decreasing.
Often referred to as language attrition.
1. Levels of Competence

• Additive bilingualism: Both languages serve the other and

there is improvement in both. High levels in both languages.
• Dominant bilingualism: Native-like level in one of the
languages.
• Subtractive bilingualism (semilingualism): Low level in both
languages.
 Balanced bilingualism is an idealized concept. No one is
equally competent in two languages across all situations.
Most bilinguals use two languages for different purposes and
with different people.
2. Benefits of Bilingualism

https://ed.ted.com/lessons/how-speaking-multiple-languages-benefits-the-brain-mia-nacamulli#watc
h
• Stimulates the mind
• Improves concentration & multi-tasking abilities
• Supports creativity
• Builds strong social interaction skills
• Promotes strong social and cultural identity
• Expands world views
• Social mobility
3. Code-switching
Alternating words and phrases between two or more languages in one conversation

• Are we eating chez ta mère demain? (English + French)

Are we eating at your mother’s house tomorrow?

• Pwede ba tayo mag dinner sa Barney's Burgers later? I want protein.

(Tagalog + English)

• Bacon wo motte kaette kuru kara ne. (English + Japanese)

I’ll bring home the bacon.
Reasons for Code-switching
• Inclusivity/Group identity: Switching often occurs when an individual
wishes to express solidarity or commonality with a particular social
group.
• Exclusivity: Sometimes used to exclude others from a conversation who
do not speak the second language.
• Necessity: Speaker may be less fluent in one or both languages. A child
who may not be able to express him/herself in one language might
switch to another to communicate an immediate need.
Code-switching in the classroom
Using it to our advantage for language learning Activity 1

1. Give instructions in one language. Resist translating to the other

language.

2. Resist the urge to code-switch yourself.

3. Recast the phrase in ONE language.

• Pwede ba tayo mag dinner sa Barney's Burgers later? I want protein.
• Can we have dinner at Barney’s Burgers later? I want protein.

1. Allow learners time to think and process how to say it in one language.
4. Schema

• Home/community language (MT)

• Home/community culture

• Oral (written) stories from home/community language

and culture
Why is schema important?

• Builds greater depth of understanding

• Easier to make connections to content while reading
• Aids in visualizing or imagining what is read.
• Helps in the reading process.
Building schema

• Reading books
• Watching videos
• Looking up information on internet
• Listening to podcasts
• Offering sensory rich experiences
Activating schema
Activity 2
Picture Bookwalk
Shared activity between learners and teachers (parents,
family members)
1.Take a walk through a picture book before reading it.
2.Flip through the pages one by one.
3.Ask questions: WH questions? Prediction: Who do you think this is?
4.Allow the learners to ask as many questions as they want/need.
5.Give learners time to simply enjoy the pictures.
Permission granted by the Department of Education, Philippines for use of Ang Lola ni Leila in this webinar only.
Activating schema: Bookwalk
How does it help?

1. Allows familiarity with the book before reading the text. Activity 2 (cont’d)

2. Activates background knowledge

3. Provides clues to what unfamiliar words might mean.
4. Increases interest and engagement in the story
5. Allows the children to practice asking and answering WH questions strategy.
6. Provides the children a chance to practice making predictions
7. Shows that pictures are clues to understanding what is happening
8. Teaches the child about the different parts, structure, and format of a book
9. Helps to understand and decode written text. English is read left to right,
etc.
5. Reading and Stories

When bilingual or trilingual children learn to read, they naturally

begin to compare the differences and similarities of the two
languages. Some of the skills transferred between languages include:

• orthographic: conventions of spelling and writing words

• phonological: functioning of sounds in language including stress and intonation
• semantic: understanding of word meanings and the relationships between words

…all of which supports their ability to read in both languages.

The power of stories

1. Children’s literature
2. Filipino folklore, myths
3. Oral stories (get community involved)
4. Stories of ourselves (get families involved)
Children’s Literature
Activity 1

1. Do a bookwalk.
2. Read it aloud.
3. Discuss it in Filipino.
4. Discuss it in the
home/community language
(MT).
5. Write/record it in Filipino or
MT.
6. Tell it in Filipino or MT.
Filipino tales and folklore
Activity 5

1. Choose a Philippine folktale

(written in Filipino).
2. Read it.
3. Discuss it in English.
4. Discuss it in the
home/community language
(MT).
5. Write it in English or L1.
6. Tell it in English.
Oral stories
Traditional stories passed down in families and/or communities

Activity 5

Week 1: Story circle time in home/community language (MT)

Week 2: Story circle time in Filipino
Week 3: Story circle time in English

Compile all the stories (written or recorded) and save them!

Stories of ourselves
Otherwise know as funny family stories
Activity 6
I remember when…
1. Story circle in L1 (MT)

2. Share your stories!

3. Discuss in the home/community

language (MT).

4. Write or record it in English

5. Save and compile online or on

paper

6. Booklet or link at the end of term

 Bridging the Language Divide:
Understanding Bilingualism

MARICEL E. BAGANG
Presenter