Foundations of Bilingual Education

Unit 6. Sociolinguistic foundations of bilingualism

& application to bilingual education I

Universidad Internacional de La Rioja

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Problem scenario
You are a teacher in a bilingual program in a Latin American community where students use
two types of Spanish: regional Spanish dialects (spoken at home) and Standard Spanish (used
in formal communication and education). In addition, students are learning English at school.
Parents are concerned that focusing too much on Standard Spanish and English is making their
home dialect feel less valued.
Task: Develop a lesson plan to include regional Spanish dialects (the variety spoken at home)
in your classroom activities while continuing to teach Standard Spanish and English.
Think of activities where students can use all three language varieties in meaningful and
natural ways, highlighting the importance of their home dialect.

1. Justify why including regional Spanish dialects in the curriculum is beneficial.

2. Provide examples to show how this approach helps students:
• Improve their language skills across all varieties.
• Feel proud of their cultural roots and linguistic identity.
• Foster a sense of belonging in both their local and global communities.
Description of the student group (1pt): Size, level, background knowledge, and specific
needs related to their professional context.

Objectives (1.5pts):
• Content and language objectives.
• Two specific objectives.

Timing for the lesson (0.5pts): Provide a clear breakdown of the lesson structure.

Three detailed activities or tasks (6pts): Provide a detailed, step-by-step explanation of

the in-class activities you designed using the CLT methodology. Ensure that you
describe each phase of the activity seamlessly. Your answer should be clear, coherent,
and comprehensive. Include materials and explain how these activities align with your
objectives.
Languages and dialects

What are the differences between languages and

dialects? How can politics and society affect them?

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What is a A language is a system of
language? communication, comprising of
distinctive grammar, sounds and
vocabulary.
What is a A dialect is a regional or social variety
dialect? of a language, distinguished by
pronunciation, grammar or
vocabulary.
Mutual intelligibility…

• The idea is that differences in how people speak (grammar, pronunciation, and
words) should not stop them from understanding each other.

• Dialects are different versions of the same language.

• There is a "standard" version of a language often used by governments, schools,
and the media. This is just one type of dialect.

All dialects are equal:

• The standard version of a language is not better than other dialects.
• Every dialect has its own grammar rules, ways of saying words, and vocabulary.
Think about the country where you live. Consider the following questions:

• How linguistically diverse is the country where you live?

• What is your country’s official language (or languages)?
How does this reflect what is actually spoken?
• How is the ‘standard’ version of your country’s language
decided?
• Do speakers of certain dialects find it difficult to be
understood? Why?
 What is the relationship between languages and nations?

Spanish is spoken in Spain, French in France, German in Germany and Italian in Italy…

• a much greater degree of linguistic variation.

• a range of minority languages.
• these minority languages were suppressed:
• in order to give the majority language greater status
• to construct a nation-state that was entirely unified.
• General Franco’s regime in Spain (1939-1975) and also in France for
much of the 20th century.
Have your say:

Use these linguistic maps of your region to identify languages and

dialects spoken in your own country.

• How have borders changed in your country over time?

• To what extent do the national and regional borders reflect the
languages spoken there?
Share and discuss your thoughts with other learners in the
Comments.
Language and nation

Let’s explore the role languages can play in the formation

of nations, and how languages are frequently caught up
in concepts of ‘nationhood’.
Have you ever heard of the term linguistic imperialism?

• The term refers to when a powerful country spreads its culture, society,
politics, or economy to other countries by spreading its language.
• Some experts say that the way the English language influences countries in
the developing world is like a modern form of colonialism or control.

facts illustrating how English has become a world language:

• 85% of online communication is in English,
• 94 % of secondary school pupils across the EU are learning English as their
first foreign language,
• 300 million Chinese are learning English.
Is English a form of linguistic imperialism threatening multilingualism?
 World English
• the global status of English was first
established by the reach and status of
the British Empire.
• That position was then consolidated by
America as a key global power.

British English and American English are

probably the most recognised of the various
World Englishes.
Each one of the other varieties has
differences in vocabulary, grammar and
pronunciation.
South African English and Vocabulary Differences

Unique Vocabulary:
• South African English has approximately 10,000 words not found in British or American
English.
• Some words are borrowed from local languages:
• Braai (Afrikaans) = Barbecue.
• Babalaas (Zulu) = Hangover.
• Others, like "traffic robot" (meaning traffic light), were once used in British English but
are now outdated there.
Cultural and Regional Influence:
A. South African English reflects the linguistic diversity of the region, incorporating
elements from Afrikaans, Zulu, and other local languages.
B. Some borrowed words have evolved and become unique to South African English.
Misunderstandings Across English Dialects:

Vocabulary differences can lead to confusion or embarrassment:

• Example: In British English, "pants" means "underwear," while in
American English, it means "trousers."
 Have your say:

• What differences are you aware of between different

varieties of English (or varieties of another world language)?
• Have you ever experienced difficulties in communication
because of this?

Share and discuss your thoughts with other learners in the

Comments.
Check your understanding

1. What are the key differences between a dialect and a language?

2. How reliable is the distinction between a language and a
dialect? What other factors might affect how these are defined?
3. What influence do you think the written version of a language
has on connecting or dividing people?
4. Can we talk of English as being a single global language?
Language hierarchy

Objective: To analyze societal perceptions of language hierarchies,

reflect on existing language ideologies, and discuss their
implications for multilingual and bilingual education.

Go to student handout and do the exercise: Language hierarchies

in your own country
 Group Discussion (15 minutes):

Group work (3–4 members).

Each group share and compare their language pyramids.

Questions:
• What similarities and differences do you notice in your pyramids?
• What societal factors influence the position of languages in your
region?
• How do these hierarchies align with or challenge language
policies?
Hierarchy is our own construction, reflecting the thoughts that
we associate with the languages around us. There are many ideas
about languages that a large number of speakers share.
For example: French is a romantic language or German sounds
harsh.
Language hierarchies influence how languages are treated at
different levels:
Educational Level:
• Only a few languages are commonly taught in schools with trained teachers.
• These are usually national or widely spoken foreign languages.
• The languages you speak at home might not be included, making them harder to learn formally.

Economic Level:
• A language's status depends on how much money and effort a government is willing to invest in it.
• Higher-status languages are more likely to have resources like learning materials, qualified teachers, and
specialized institutes.

Policy Level:
• Language hierarchies shape school curricula.
• National and foreign languages are prioritized, but some governments also invest in preserving minority
languages as part of cultural heritage.
• Such investments can even revive endangered languages, like Cornish in the UK.
Read the article:

Inventing the “Illegal Alien”

 Audio recording task
The best way to appreciate the beauty of the languages present in our learning community
is by performing them, so we can all hear and enjoy their various rhythms, and sounds.

Do you have a favourite song in your language or a favourite word?

This can be a children’s song, the name for your favourite food, a word that only makes sense
when you talk to your mum, or just the most ‘funny’ sounding word in your language.

• Record yourself singing the song or saying the word on an audio fileshare site, such
as Clyp.

• Copy the link to your sound recording and paste it into the “preparation for the session
forum” with a short explanation why this song or word is important to you.
Introduction
► Sociolinguistics ➔ social aspects related to language

synchronic / diachronic
Objectives
► To analyse the synchronic perspective of languages as symbolic systems and
as social communication act.
► To examine the language variations, types and contact from a diachronic point
of view.
► To consider the importance of intercultural communication and what it entails,
associated to the teaching and learning of languages.
► To reflect upon the role of languages in society and their manifestations as
well as of language (education) policies.

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