viernes, 24 de febrero de 2012
Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés
Esta es una presentación sobre las competencias en las que están basados los Estándares Básicos de Competencia en Lengua Extranjera: Ingles.
WHAT IS BILINGUALISM?
People use the term “bilingualism” in different ways. For some, it means an equal ability to communicate in two languages. For others, it simply means the ability to communicate in two languages, but with greater skills in one language. In fact,it is more common for bilingual people, even those who have been bilingual since birth, to be somewhat "dominant" in one language.
The following three types of bilingualism are usually used by researchers to describe bilingual children:
1. Simultaneous bilingualism: Learning two languages as "first languages". That is, a person who is a simultaneous bilingual goes from speaking no languages at all directly to speaking two languages. Infants who are exposed to two languages from birth will become simultaneous bilinguals.
2. Receptive bilingualism: Being able to understand two languages but express oneself in only one. Children who had high exposure to a second language throughout their lives, but have had little opportunity to use the language would fall in this category. For example, many children in Chinese or Mexican immigrant households hear English on TV, in stores and so on, but use their home language (Chinese or Spanish) in everyday communication. When they enter preschool or kindergarten, these children are likely to make rapid progress in English because their receptive language skills in English have been developed.
3. Sequential bilingualism: Learning one language after already established a first language. This is the situation for all those who become bilingual as adults, as well as for many who became bilingual earlier in life.
miércoles, 22 de febrero de 2012
LEGISLACIÓN DE BILINGÜISMO EN COLOMBIA (MEN)
THE BILINGUAL EDUCATION PROGRAMME OF COLOMBIA (2004-2019)
1. Context: The interest for the concept of “Bilingualism” is developed two decades ago due to the political constitution (1991) that recognize to Colombia as a multilingual and plurilingual nation, besides to an economical opening politic. It Emerges because of the importance that takes a foreign language, particularly the English and it´s introduced as an strategy of the English education in Colombia and as an strategy of civic competitiveness.
2. Goals: To have citizen able to communicate in English with international standards.
3. Significant dates:
1996: Stars in Cali with the name “Bilingual education”
1997: The Colombian Minister of Education (MEN) Spanish abbreviation, announce the beginning of “The Bilingual Education Programme”
2004: After years of several failures (MEN) retake this initiative. In this year is adopted the Common European Framework as a reference for its strength and effectiveness in education.
2006: Competency standards are published.
2009: In June of this year 11.064 teachers were evaluated and just a 10% obtain the level B2 or higher and the rest 90% stayed below to the B2 level according to the Common European Framework.
4. Guidelines: It has three fundamental action lines such as:
English standards definition and diffusion for basic and middle levels: Published in 2006 and socialized from March of 2007 until June 2009.
Definition of a strength and coherent evaluation system: Establish in 2007 the English component to ICFES and ECAES test according to Common European Framework.
Definition and development for training programs: In June of 2009, 5.620 teachers have been trained; the educational centers of training, work and human development register its programs to 3870 order in order to guarantee the minimal quality conditions.
Additional comments: The programme has international cooperation of England and United States of America. Higher education since 2007 establishes a strength evaluation system for ECAES test, the (MEN) impulse the development of models, methodology and language in order to promote the improvement of English licentiate programs across the nation.
Political statements: Educational general law (115 0f 1994), article 21 that dispose that all educational establishment have to offer to its students the learning of a foreign language since basic level.
Pablo Aristizabal
Tatiana Guzmán
FOREIGN LANGUAGE
Although the need to learn foreign languages is almost as old as human history itself, the origins of modern language education has its roots in the study and teaching of Latin. 500 years ago Latin was the dominant language of education, commerce, religion and government in much of the Western world.. The study of Latin diminished from the study of a living language to be used in the real world to a subject in the school curriculum. Such decline brought about a new justification for its study. It was then claimed that its study developed intellectual abilities and the study of Latin grammar became an end in an of itself. "Grammar schools" from the 16th to 18th centuries focused on teaching the grammatical aspects of Classical Latin. Advanced students continued grammar study with the addition of rhetoric.
The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exericises, studying grammatical rules and translating abstract sentences. Oral work was a minimum with focus on memorization of grammatical rules and possibly the ability to read in the target language.
Innovation in foreign language teaching began in the 19th century and, very rapidly, in the 20th century, leading to a number of different methodologies, sometimes conflicting, each trying to be a major improvement over the last or other contemporary methods. Unfortunately, those looking at the history of foreign language education in the 20th century and the methods of teaching might be tempted to think that it is a history of failure. Very few who study foreign languages in U.S. universities as a major manage to reach something called "minimum professional proficiency" and even "reading knowledge" required for PhD degree is comparable only to what second year language students read. In addition, very few American researchers can read and assess information written in languages other than English and even a number famous linguists are monolingual.
However, anecdotal evidence for successful second or foreign language learning is easy to find, leading to a discrepancy between these cases and the failure of most language programs to help make second language acquisition research emotionally-charged. Older methods and approaches such as the grammar translation method or the direct method are disposed of and even ridiculed as newer methods and approaches are invented and promoted as the only and complete solution to the problem of the high failure rates of foreign language students. Most books on language teaching list the various methods that have been used in the past, often ending with the author's new method. These new methods seem to be created full-blown from the authors' minds, as they generally give no credence to what was done before and how it relates to the new method. For example, descriptive linguists seem to claim unhesitantly that before their work, which lead to the audio-lingual method developed for the U.S. Army in World War II, there were no scientifically-based language teaching methods. However, there is significant evidence to the contrary. It is also often inferred or even stated that older methods were completely ineffective or have died out completely when even the oldest methods are still used (e.g. the Berlitz version of the direct method). Much of the reason for this is that proponents of new methods have been so sure that their ideas are so new and so correct that they could not conceive that the older ones have enough validity to cause controversy and emphasis on new scientific advances has tended to blind researchers to precedents in older work.
The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exericises, studying grammatical rules and translating abstract sentences. Oral work was a minimum with focus on memorization of grammatical rules and possibly the ability to read in the target language.
Innovation in foreign language teaching began in the 19th century and, very rapidly, in the 20th century, leading to a number of different methodologies, sometimes conflicting, each trying to be a major improvement over the last or other contemporary methods. Unfortunately, those looking at the history of foreign language education in the 20th century and the methods of teaching might be tempted to think that it is a history of failure. Very few who study foreign languages in U.S. universities as a major manage to reach something called "minimum professional proficiency" and even "reading knowledge" required for PhD degree is comparable only to what second year language students read. In addition, very few American researchers can read and assess information written in languages other than English and even a number famous linguists are monolingual.
However, anecdotal evidence for successful second or foreign language learning is easy to find, leading to a discrepancy between these cases and the failure of most language programs to help make second language acquisition research emotionally-charged. Older methods and approaches such as the grammar translation method or the direct method are disposed of and even ridiculed as newer methods and approaches are invented and promoted as the only and complete solution to the problem of the high failure rates of foreign language students. Most books on language teaching list the various methods that have been used in the past, often ending with the author's new method. These new methods seem to be created full-blown from the authors' minds, as they generally give no credence to what was done before and how it relates to the new method. For example, descriptive linguists seem to claim unhesitantly that before their work, which lead to the audio-lingual method developed for the U.S. Army in World War II, there were no scientifically-based language teaching methods. However, there is significant evidence to the contrary. It is also often inferred or even stated that older methods were completely ineffective or have died out completely when even the oldest methods are still used (e.g. the Berlitz version of the direct method). Much of the reason for this is that proponents of new methods have been so sure that their ideas are so new and so correct that they could not conceive that the older ones have enough validity to cause controversy and emphasis on new scientific advances has tended to blind researchers to precedents in older work.
martes, 21 de febrero de 2012
LINEAMIENTOS CURRICULARES PARA IDIOMAS EXTRANJEROS
Estimados compañeros les comparto el siguiente blog llamado ANTIOQUIA BILINGÜE, donde hace un enfasis sobre los lineamiento curriculares para idiomass extrangeros, la Ley General de Educación, Ley 115 de 1994, como apoya estos procesos de bilingüismo, tambien nos presentan los estandares que articulas las metas establesidas por los estudiantes para mostrar un buen nivel de dominio, entre otras cosas más....
http://bilinguismoantioquia.blogspot.com/2009/05/lineamientos-curriculares-para-idiomas.html
Nelson E. Zapata
viernes, 17 de febrero de 2012
MOTHER TONGUE
The mother tonge is of first language, that a person learns.
this one is differnt from the second languages, that a person acquires later.
The Internatianal day of the mother tonge, was declared by the UNESCO on february twentyfirst of two thausand.
Sometimes the term mother tongue or mother language is used for the language that a person learnt as a child at home (usually from their parents). Children growing up in bilingual homes can, according to this definition, have more than one mother tongue or native language.
The origin of the term "mother tongue" harks back to the notion that linguistic skills of a child are honed by the mother and therefore the language spoken by the mother would be the primary language that the child would learn.
The first language of a child is part of their personal, social and cultural identity..Another impact of the first language is that it brings about the reflection and learning of successful social patterns of acting and speaking. It is basically responsible for differentiating the linguistic competence of acting.
To a person his mother tongue is a “blessing in disguise”. It is not merely a time-table subject in his education but is forced upon him from all sides. It is learnt by both the direct or conscious and the indirect or unconscious method. The direct method supplements and regulates the knowledge gained by hearing. The mother tongue is an indispensable instrument for the development of the intellectual, moral and physical aspects of education. It is a subject thought and by which other subjects can be tackled, understood and communicated. Clarity of thought and expression is only possible when one has a certain command over the mother tongue. Weakness in any other subject means weakness in that particular subject only, but weakness in the mother tongue means the paralysis of all thought and the power of expression. Deep insight, fresh discoveries, appreciation and expansion of ideas are only possible when one understands the subject through being able to assimilate and be stimulated by the ideas of the subject.
this one is differnt from the second languages, that a person acquires later.
The Internatianal day of the mother tonge, was declared by the UNESCO on february twentyfirst of two thausand.
Sometimes the term mother tongue or mother language is used for the language that a person learnt as a child at home (usually from their parents). Children growing up in bilingual homes can, according to this definition, have more than one mother tongue or native language.
The origin of the term "mother tongue" harks back to the notion that linguistic skills of a child are honed by the mother and therefore the language spoken by the mother would be the primary language that the child would learn.
The first language of a child is part of their personal, social and cultural identity..Another impact of the first language is that it brings about the reflection and learning of successful social patterns of acting and speaking. It is basically responsible for differentiating the linguistic competence of acting.
To a person his mother tongue is a “blessing in disguise”. It is not merely a time-table subject in his education but is forced upon him from all sides. It is learnt by both the direct or conscious and the indirect or unconscious method. The direct method supplements and regulates the knowledge gained by hearing. The mother tongue is an indispensable instrument for the development of the intellectual, moral and physical aspects of education. It is a subject thought and by which other subjects can be tackled, understood and communicated. Clarity of thought and expression is only possible when one has a certain command over the mother tongue. Weakness in any other subject means weakness in that particular subject only, but weakness in the mother tongue means the paralysis of all thought and the power of expression. Deep insight, fresh discoveries, appreciation and expansion of ideas are only possible when one understands the subject through being able to assimilate and be stimulated by the ideas of the subject.
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