1. 1. Introduction
1.1. Bilingualism and bilingual education have different meanings.
1.1.1. Constructs regarding all social aspects have to be considered in bilingual education.
1.1.1.1. It is key to understand language dynamism.
1.1.1.1.1. It is important to understand the relationship between a bilingual person and bilingual communities.
2. 2. Considerations ON Bilingualism
2.1. The term Bilingualism has been defined from different perspectives
2.1.1. "Native mastery two languages" Bloomfield (1933)
2.1.2. “The use of complete and meaningful sentences in other languages. Haugen” (1953)
2.1.3. “Two or more languages … are used alternately by the same person” Weinreich (1952)
2.2. Variations of bilingualism
2.2.1. Semilinguism: limited learning of one of the two languages.
2.2.2. Multi/Plurilinguism: When more than two languages are in use.
3. 3. Individual Bilingualism
3.1. Characteristics of individual bilingualism
3.1.1. Code independence: Clear define codes, automatic language separation.
3.1.2. Alternation: Quick and effortless shift from one code to another.
3.1.3. Translation: Expressing similar meaning in either code.
3.2. Three Types of Bilingualism
3.2.1. Coordinate Bilingualism: The bilingual speaker operates like two juxtaposed monolingual speakers.
3.2.2. Compound Bilingualism: Two different referents for a single unit of meaning
3.2.3. Subordinate Bilingualism: The dominated language is learnt and used through the dominant language.
4. 4. Social Bilingualism
4.1. Bilingual community: “Environment where 2 languages are spoken”
4.1.1. Social Bilingual forms:
4.1.2. I. Each language is spoken exclusively by separate groups.
4.1.3. II. Almost all of its group members are bilingual.
4.1.4. III. The coexistence of a monolingual group, is often seen as
4.2. Historical Factors
4.2.1. Expansion: Processes to expand territories where a different language is spoken
4.2.2. Unification: Powerful groups try ro spread and impose their linguistic habits over minor territories.
4.2.3. Post-colonial situations: Independent territories with a linguistically varied population.
4.2.4. Immigration: Immigrants need to learn their host language to survive
4.2.5. Cosmopolitanism: International contacts take place, for commercial or political purposes.
5. 5. Effects Of Bilingualism
5.1. Any time two languages come into contact they will inevitably affect both; individuals and society.
5.1.1. Anomie: Social conditions are not favorable to bilingualism, so a harmful situation to the individual´s personality could arise.
5.1.2. Bilingualism may be helpful for:
5.1.2.1. Improving intelligence.
5.1.2.2. Social Advantages:
5.1.2.2.1. Need to establish a number of diverse relationships to increase the understanding and knowledge among people.
5.1.2.3. Additive Bilingualism:
5.1.2.4. When the acquisition of a second language is attained and when that acquisition is taken as a personal gain.
5.1.3. Subtractive Bilingualism:
5.1.4. When the acquisition of an L2 responds to a socio-economic need and supposes the gradual separation of L1.
6. 6. Considerations on Bilingual education
6.1. Bilingual education:
6.1.1. Use of two languages as a medium of instruction.
6.1.2. It is based on the needs of the students and resources.
6.1.2.1. One of those two languages is the first of the students.
6.1.2.2. Is important to keep in mind the following contexts.
6.1.2.3. Linguistic
6.1.2.3.1. Sociological
6.1.2.3.2. Cultural and psychological.
7. 7. Types Of Bilingual education
7.1. Transitory
7.1.1. L1 to getting closer L2
7.1.2. Mono-literacy
7.1.3. L1 for conversations and teach different subjects
7.1.3.1. Partial
7.1.3.2. To teach writing and reading in both languages.
7.1.3.2.1. Complete
8. 8. Bilingualism in FL settings
8.1. Since it does not imply an immediate need, there isn't enough curricular adjustment.
8.1.1. Obstacles in the implementation of bilingual education.
8.1.1.1. 1. Appropriate pedagogical approach.
8.1.1.1.1. 2. Proper instruction giving.
9. Conclusions
9.1. Linguistic, cultural, and social factors must be carefully intertwined.
9.1.1. Teachers have the major role.
9.1.1.1. A definite bilingual state policy has not been set.