Dvojezična nastava
Изглед
Dvojezično obrazovanje (dvojezična ili bilingvalna nastava) se odnosi na svako obrazovanje koje ima za cilj da učenici na kraju školovanja koriste dva jezika i poznaju kulture koje idu uz te jezike, odnosno opisuje situaciju u kojoj se dva ili više jezika upotrebljavaju kao instrument za učenje različitih školskih predmeta. U tom slučaju, strani jezik, odnosno jezik na kome se nastava odvija, naziva se vehikularnim, tj. posredničkim jezikom.[1]
Modeli dvojezične nastave
[уреди | уреди извор]Postoji nekoliko modela dvojezične nastave:
- Dvojezična predmetna nastava, model CLIL nastave (Content-based bilingual learning) ima za cilj da se pojedinci edukuju na dva jezika vehikularnom upotrebom dva jezika. Model je zasnovan na komunikativnoj kompetenciji koja ističe društveno prikladnu i svrsishodnu upotrebu jezika, odnosno znanje kako se jezik efektivno upotrebljava, a ne znanje o jeziku. Kod ovih programa L2 se koristi u manjoj meri od 50%.
- Dvojezično uranjanje, dvojezična imerzija (Bilingual Immersion) je model kod koga se 50% ili više nastave odvija na L2. To je jedan od najpoznatijih oblika dvojezičnog obrazovanja. Glavne odlike su upotreba L2 kao sredstva za nastavu, paralelni kurikulum na L2 i L1, javna podrška za L1.
- Programi održavanja (Maintenance education) sačinjeni su s namerom da učenicima manjinskog maternjeg jezika pruže priliku da održe pismenost na manjinskom jeziku.
- Prelazno obrazovanje (Transitional education) shvata bilingvizam kao prelazni period, u skladu sa političkim ciljevima potpune asimilacije. Takva vrsta obrazovanja nastoji da da osnovnu pismenost na manjinskom L1, uporedo s uvodom u većinski L2 da bi se dalje obrazovanje nastavilo na L1.
- Jezički programi (Language object) daju prednost formalnom učenju jezika, a L2 se upotrebljava kao vehikularni jezik za učenje sadržaja.[1]
Reference
[уреди | уреди извор]Literatura
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- del Mazo, Pilar (2006) "The Multicultural Schoolbus: Is Bilingual Education Driving Our Children, and Our Nation, Towards Failure?" [2006 Education Law Consortium]. The article is available at: https://web.archive.org/web/20160303214202/http://www.educationlawconsortium.org/forum/2006/papers/delMazo2006_1.pdf
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- Kalist, David E. (2005). "Registered Nurses and the Value of Bilingualism." Industrial & Labor Relations Review, 59(1): 101-118.
- Kloss, Heinz (1977, reprinted 1998). The American Bilingual Tradition. (Language in Education; 88) McHenry, IL: Center for Applied Linguistics and Delta Systems. ISBN 978-1-887744-02-7.
- Krashen, S.D. (1999). Bilingual Education: Arguments for and (Bogus) Arguments Against [sic] University of Southern California professor's article is available online at „digital.georgetown.edu” (PDF). Архивирано из оригинала (PDF) 19. 03. 2009. г. Приступљено 31. 12. 2016. (201 KB)
- Parrish, T.; Perez, M; Merickel, A.; and Linquanti, R.(2006). "Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12, Findings from a Five-Year Evaluation: Final Report." Washington, DC: AIR and San Francisco: WestEd. The complete report is available free at http://www.WestEd.org/cs/we/view/rs/804. An abbreviated, more accessible summary of the findings is available at http://www.WestEd.org/cs/we/view/rs/825
- Seidner, Stanley S.(1981–1989) Issues of Language Assessment. 3 vols. Springfield, Il.: State Board of Education.
- Summer Institute of Linguistics. (1995). A survey of vernacular education programming at the provincial level within Papua New Guinea. Ukarumpa, Papua New Guinea: Author.
- Swain, M. (1996). Discovering successful second language teaching strategies and practices: From program evaluation to classroom experimentation." Journal of Multilingual and Multicultural Development, 17," 89-104.