In this paper, I will be focusing on the treatment of bilingualism in schools both as a ‘problem’ and a ‘benefit’, thereby analyzing the notions of “immigrant bilingualism” and “elite bilingualism”. It is interesting to me how bilinguals are perceived in German and American societies in general, something that I have already alluded to in this introduction, and how they are perceived in the school environment. I will also be looking at programs and schools that promote bilingualism in both countries and different languages, as well as the reception of bilingual students in ‘normal’ schools. Finally, I will explore some of the research done on the success of (mainly immigrant) bilinguals in the school environment: whether and in which situations or subjects their bilingualism helps or hinders students during their educational career.
"No one can say for sure how many people are multilingual, but a reasonable estimate is that at least half of the world’s population is in this category. Multilingualism is thus by no means a rare phenomenon, but a normal and common occurrence in most parts of the world."
This statement by Saville-Troike might some surprising to some, given that in many Western societies, the ability to use two (or more) languages is seen as something ‘special’ – however, I intentionally do not give away whether this characterization of ‘special’ is seen as something positive or negative. The fact is that in many of those same societies, whether being ‘special’ is good or bad depends on the languages that are spoken by that bi- or multilingual person.
Table of Contents
I. Introduction on Bilingualism
II. The Treatment of Bilingual Students in the German and American Educational Systems
Bilingualism in Society
Bilingualism in Schools: Promoted or Discouraged?
Educational Success of Bilingual Children
III. Conclusion
IV. Works Cited
Research Objective and Core Themes
The primary research objective of this paper is to analyze the divergent treatment of bilingualism in German and American educational systems, specifically contrasting the societal and institutional perception of "immigrant bilingualism" versus "elite bilingualism," while exploring how these perceptions influence the academic success of bilingual students.
- The differentiation between immigrant and elite bilingualism as social constructs.
- Educational policy and the promotion of foreign language skills in Germany and the U.S.
- Institutional challenges and discrimination faced by bilingual students in "normal" schools.
- The impact of language programs on student identity and academic performance.
- Theoretical examination of Cummins' interdependence hypothesis regarding third-language acquisition.
Excerpt from the Book
Bilingualism in Schools: Promoted or Discouraged?
I want to begin this section with a presentation of the programs that exist in order to promote bilingualism in German and American schools, followed by considerations about how already existing bilingualism is often discouraged in schools that do not specifically focus on bilingualism or offer programs for bilingual children.
The German “Kultusministerkonferenz” (KMK, Standing Conference of the State Ministers of Education) defines bilingual education as “Unterricht mit Teilen des Fachunterrichts in der Fremdsprache”, which means that certain subjects (mostly history, politics, and economics) are partly being taught in a foreign language by teachers who are qualified to teach both the main subject and the foreign language. This definition stems from a KMK bill that was passed in 1994 and revised in 2004 and, unsurprisingly, focuses mainly on bilingual education in English and French. The goal of this concept of bilingual education, which can be offered by any school as long as there are enough teacher who are qualified to teach a foreign language and another subject related to the social sciences, is to foster both language skills as well as intercultural learning, since the topics are looked at from both the perspective of the home culture as well as that of the target culture.
Summary of Chapters
I. Introduction on Bilingualism: This chapter provides a global overview of multilingualism, arguing that it is a common phenomenon that is perceived differently depending on the specific languages involved and the social status of the speakers.
II. The Treatment of Bilingual Students in the German and American Educational Systems: This main section examines the societal status of bilinguals in both countries, contrasts institutional support for "elite" vs. "immigrant" bilingualism, and investigates the academic outcomes of students whose mother tongues are not valued in the mainstream curriculum.
III. Conclusion: The concluding chapter synthesizes the findings, highlighting the structural disadvantages faced by immigrant bilinguals and identifying a significant research gap regarding the impact of additive bilingualism on third-language acquisition.
IV. Works Cited: A comprehensive list of the academic and online resources used to support the analysis of bilingual education policies and studies.
Keywords
Bilingualism, Multilingualism, Immigrant Bilingualism, Elite Bilingualism, Educational Systems, Germany, United States, Cummins' Interdependence Hypothesis, Language Acquisition, Migration Background, Language Policy, Academic Success, Foreign Language Teaching, Identity Conflict, Additive Bilingualism.
Frequently Asked Questions
What is the fundamental focus of this paper?
The paper examines how bilingualism is treated within the educational systems of Germany and the United States, investigating why certain forms of bilingualism are promoted while others are discouraged.
What are the central thematic fields?
The study centers on the societal perception of language, the distinction between elite and immigrant bilingualism, and the structural responses of schools to students with diverse linguistic backgrounds.
What is the primary goal of this research?
The goal is to determine how institutional attitudes toward bilingualism impact the educational opportunities and language proficiency of children who speak languages other than the dominant one.
Which scientific methodology is employed?
The paper utilizes a comparative qualitative analysis, referencing demographic data, official educational policy documents, and existing psychological/educational theories such as the interdependence hypothesis.
What is covered in the main section?
The main section covers the status of bilinguals in society, an assessment of school programs intended to promote bilingualism, and a critique of how these programs often favor elite over immigrant learners.
Which keywords characterize the work?
Key terms include bilingualism, educational equity, elite vs. immigrant bilingualism, language policy, and Cummins' interdependence hypothesis.
How does the author define the difference between immigrant and elite bilingualism?
The author argues that elite bilingualism is viewed as a prestigious asset for upper-class students learning dominant languages, whereas immigrant bilingualism is often viewed as a deficit when spoken by minority groups.
What does the author conclude about the "Spreewaldschule" example?
The author uses this as a rare, successful model of bilingual instruction that effectively bridges the gap between different cultures, contrasting it with the broader, less inclusive approach found in standard schools.
- Arbeit zitieren
- Julia Klaas (Autor:in), 2013, Promotion of Bilingualism in the School Environment. A Comparison between Germany and the US, München, GRIN Verlag, https://www.grin.com/document/492531
