Bilingual Education Model in Monolingual Setting

Student: Miriam Ortiz Gómez

Introduction

1. Context2. Language Policy 3. Bilingual Programmes in Poland4. Evaluation Bilingual Education

Where is Poland?

1.Context

Polish Minority

languages

Regional language

Inmigrant languages

Languages

 (Szczuka-Dorna, L,n.d.)

Languages in education

Pre-Primary: Not necessary

Primary: One foreign language is mandatory

Secondary: Have to choose another foreign language to study

(Council of Europe, 2014)

Languages in public situations

Television broadcasts international films which are dubbed

some Polish newspapers you can find some extracts from web pages in English.

Public institutions web pages are available in both English and Polish.

Additionally in a lot of cities one can find basic information in English. (Council of Europe, 2014)

2. Linguistic Policy A Decree of the Ministry Education and

Sport on 3 December 2002 guarantees that everyone has the opportunity to learn minority languages as well as their mother tongue

Minority languages can be chosen at all levels of Education.

Poland has signed the Framework Convention for the Protection of National Minorities in 1995 but ratified it in the year 2000.

According to Szczuka-Dorna, L. (n.d.) the number of initiatives promoted for people. Some of them are:

To promote plurilingualism through events or conferences.

FIJED

Standardise content as well as final targets of language exams at universities in line with CEFR.

SERMO

CLIL and The European Day of Languages

local and national

activities

3.Bilingual Programmes in Poland

Structure, aims and languages

Improve the level of competence of foreign languages and make students to be ready to work or study abroad.

English, German, French, Spanish and Italian

(Zielonaka, B, 2007)

Type 1

• Whole cycle or a year the foreign language in the instructed language.

Type 2

• The number of subjects learning in a foreign language is regulated

Type of school

Teachers

“Not special training for CLIL teachers besides some conferences and workshops have been organized in order to help teachers to know practical knowledge of methodology and to get advice and support in organizational aspects” (Zielonka,B, 2007)

Subjects and methodology

(Marsh, D. et al, 2008)

No special

CLIL methodology

Depends on

availability of teache

rs

Materials and certification

• The course-books that they use are imported from the country of the target language.

• A special course-book have been designed for primary school, called “Surprise”.

• Students have to take a final exam in the subjects they have studied in the foreign language, and this will appear in the school-leaving certificate.

(Zielonka,B, 2007)

4.Evaluation Bilingual Education

(Byca, 2011)

When? In 2009 and 2010Where? PolandWho participated? Teachers and students of bilingual education in geography (in English) in secondary education

Results

60% of teachers said that

the target

language is used at least 50%

of a lesson time.

Less than 30% of

the lesson time in

the target

language is use for

about 25% of

teachers.

(Byca, 2011)

• Pupils think that their low competence in English affects their geography learning.

• However, the number of bad opinions about this decrease in students of third grade, because their period of studying is longer and they have obtained good results and, what´s more, they think it is a very useful and positive way of learning.

Results

(Byca, 2011)

Some teachers said to the author that the linguistic objectives hardly ever appear in the plan of the subject, that is, contents of the subject are still given more importance.

Results

(Byca, 2011)