This term paper concerns the advantages as well as disadvantages of bilingual education in Wales based on personal experiences I made in a primary school in South West Wales. I chose this topic because I had the great opportunity to have a direct insight into the Welsh primary school system over a certain period of time and therefore can draw on my own personal perceptions. The relevance of this subject-matter is of great importance since Wales can be considered an international character in educating through a minority language. It demonstrates that in one society two languages can co-exist, which contributes to a stronger community-spirit and pride but at the same time exhibits different opinions concerning the effectiveness of early bilingual education.
In the following I will provide a definition for bilingualism and explain the meaning of bilingual education as well as its different types, referring to Baker. Furthermore I will introduce the theoretical framework this term paper is based on, making reference to Jim Cummins’ ‘Balance Theory’, ‘Interdependence Hypothesis’ or ‘Dual Iceberg Theory’ and the ‘Thresholds Theory’. The first two mentioned theories can be classified into the idea of ‘Separate Underlying Proficiency’ and ‘Common Underlying Proficiency’, which will be elucidated later on.
Subsequently I will move on to the emergence of bilingual education in Wales, illustrating the justification of bilingual education at an early stage of life, the infant and primary school period. Ensuing I will outline my personal experiences made with primary school children in a Welsh village called Letterston, located in Pembrokeshire, from age five to eleven, stating my own observations concerning the educational situation. Ultimately I will present a conclusion relating to the advantageous or unfavourable function of bilingual education performed in Welsh primary schools based on my own experience and theoretical background.
Table of Contents
1. Introduction
2. Bilingualism and Bilingual Education
2.1 Definition of Bilingualism
2.2 Definition of Bilingual Education
2.3 Types of bilingual education
3. Theoretical Framework
4. Bilingual Education in Wales
4.1 Emergence of Bilingual Education in Wales
4.2 Justification of Bilingual Education in Welsh Infant and Primary Schools
5. Personal Experience in a Welsh Primary School
6. Conclusion
Objectives and Topics
The paper aims to evaluate the advantages and disadvantages of bilingual education within the Welsh primary school system. Based on theoretical foundations and personal observations during an internship, it addresses the core question of whether early bilingual instruction is an appropriate and effective educational approach for young children.
- Theoretical definitions of bilingualism and bilingual education
- Cognitive theories regarding language interdependence and proficiency
- Historical context and evolution of bilingualism in Wales
- Analysis of pedagogical benefits and cognitive impact on primary school students
Excerpt from the Book
5. Personal Experience in a Welsh Primary School
As I had the great chance to spend my three- moth internship at a Welsh primary school with an integrated infant school, I would like to give a personal report of what I experienced concerning the effectiveness of bilingual education at such an early stage of life.
Beginning with the role of the students the most remarkable thing that I remember is that, in year six for example, in which I spent most of the time and therefore can give the most reliable account of, the students were able to speak Welsh almost fluently, although the majority of students came from an exclusively English speaking household. The children demonstrated a remarkably quick pace of learning and were able to communicate unproblematically in their second language. They even switched between English and Welsh, sometimes unconsciously in various subjects and contexts. I had the impression that the children did not consider Welsh as having less priority than English or vice versa but being of same importance.
Furthermore I conceived that the children were greatly solid in both languages concerning reading, speaking and writing. To be honest, I have to admit that this surprised me. Because of the fact that the children were taught predominantly in Welsh, especially at the infant stage, I expected their first language, English, to suffer from serious weaknesses. But the contrary was the case. Cummins discounts this notion and supports my observation by saying that “[…] language minority students instructed through the minority language […] for all or part of the school day perform as well in English academic skills as comparable students instructed totally through English” (Baker 1988: 192).
Summary of Chapters
1. Introduction: Outlines the scope of the paper, focusing on the pros and cons of bilingual education in Wales through personal experience and research.
2. Bilingualism and Bilingual Education: Provides core definitions of bilingualism and various models of bilingual schooling, differentiating between submersion and immersion.
3. Theoretical Framework: Explores cognitive theories like the 'Balance Theory' and the 'Interdependence Hypothesis' to explain language development.
4. Bilingual Education in Wales: Reviews the historical development of Welsh-medium education and the justifications for introducing a second language at an early age.
5. Personal Experience in a Welsh Primary School: Shares the author's direct observations of student proficiency and classroom dynamics during an internship in a Welsh school.
6. Conclusion: Summarizes the findings, confirming the success of the bilingual system and endorsing early second-language acquisition.
Keywords
Bilingualism, Bilingual Education, Wales, Primary School, Language Acquisition, Cummins, Balance Theory, Interdependence Hypothesis, Immersion, Language Proficiency, Cognitive Development, Second Language, Education Policy, Welsh Language, Early Childhood Education
Frequently Asked Questions
What is the main subject of this research paper?
The paper examines the effectiveness of bilingual education in Welsh primary schools, investigating whether learning a second language at a young age is advantageous or detrimental to a child's academic development.
What are the primary thematic areas covered in the work?
Key themes include theoretical definitions of bilingualism, cognitive theories regarding language proficiency, the historical evolution of bilingual policy in Wales, and the practical application of immersion programs.
What is the central research goal?
The goal is to determine if the bilingual education model in Wales effectively promotes language fluency without compromising the student's primary language skills or cognitive performance.
Which scientific theories are used to support the research?
The author refers to Jim Cummins' theories, specifically the 'Balance Theory', the 'Interdependence Hypothesis' (Dual Iceberg Theory), and the 'Thresholds Theory'.
What topics are discussed in the main body of the paper?
The main body covers the definition of bilingualism, different types of educational programs (submersion vs. immersion), historical context in Wales, and personal observations from a primary school internship.
How would you characterize the core keywords of the study?
The keywords revolve around bilingualism, language acquisition, Welsh education, and cognitive theories of language interdependence.
What specific observations did the author make regarding students in Letterston?
The author observed that despite being taught primarily in Welsh, the students demonstrated remarkable fluency in both English and Welsh, showing no cognitive deficiencies in their first language.
Does the paper suggest that early bilingualism leads to language confusion?
No, the author concludes that early bilingual education is highly effective and that students remain well-balanced, disproving the notion that learning a second language causes the first to suffer.
- Citation du texte
- Patrycia Gellert (Auteur), 2014, Bilingual Education in Welsh Primary Schools. Advantageous or Unfavourable?, Munich, GRIN Verlag, https://www.grin.com/document/428978
