http://www.odeo.com/channels/93074-Coursecasting-Bilingual-Education SteveMcCarty no <p>Lectures of an upper division Bilingual Education course at Osaka Jogakuin College in Japan by Professor Steve McCarty.</p> Lectures of an upper division Bilingual Education course at Osaka Jogakuin College in Japan by Professor Steve McCarty. Lectures of an upper division Bilingual Education course at Osaka Jogakuin College in Japan by Professor Steve McCarty. en-us 40 Mon, 26 Jun 2006 00:24:45 -0700 Mon, 26 Jun 2006 00:24:45 -0700 http://www.odeo.com/episodes/1388406-Applying-Critical-Thinking-to-Opinions-about-Bilingual-Education When reading articles about bilingual education, it is important to distinguish whether the opinion is based on professional knowledge and research findings, or common misconceptions and ideology. This 9-minute recording starts after discussing an article on a petition to repeal bilingual policies in Miami’s Dade County. The background of Hispanic immigration into the U.S. is explained, how Spanish and Portuguese colonization affected ethnic groups and languages used in Latin America. U.S. Census statistics are cited elsewhere in this lecture to explain the growth of minorities to 1/3 of the U.S. population. The link is to a recent lecture by McGill Prof. Fred Genesee on infant bilingual capacity research findings, which was posted at this author’s “Japancasting” site: http://stevemc.blogmatrix.com When reading articles about bilingual education, it is important to distinguish whether the opinion is based on professional knowledge and research findings, or common misconceptions and ideology. This 9-minute recording starts after discussing an article on a petition to repeal bilingual policies in Miami’s Dade County. The background of Hispanic immigration into the U.S. is explained, how Spanish and Portuguese colonization affected ethnic groups and languages used in Latin America. U.S. Census statistics are cited elsewhere in this lecture to explain the growth of minorities to 1/3 of the U.S. population. The link is to a recent lecture by McGill Prof. Fred Genesee on infant bilingual capacity research findings, which was posted at this author’s “Japancasting” site: http://stevemc.blogmatrix.com When reading articles about bilingual education, it is important to distinguish whether the opinion is based on professional knowledge and research findings, or common misconceptions and ideology. This 9-minute recording starts after discussing an article on a petition to repeal bilingual policies in Miami’s Dade County. The background of Hispanic immigration into the U.S. is explained, how Spanish and Portuguese colonization affected ethnic groups and languages used in Latin America. U.S. Census statistics are cited elsewhere in this lecture to explain the growth of minorities to 1/3 of the U.S. population. The link is to a recent lecture by McGill Prof. Fred Genesee on infant bilingual capacity research findings, which was posted at this author’s “Japancasting” site: http://stevemc.blogmatrix.com tag:odeo.com,2006-06-26,1388406 Mon, 26 Jun 2006 00:24:45 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1320425-Multiculturalism-in-individuals-and-in-society Lecture based on Baker (2001, pp. 402-405), “Multiculturalism and Anti-Racism.” Also places multiculturalism in the instructor’s framework as part of an individual’s linguistic repertoire and cultural identity. Multiculturalism can be a philosophy as well, the appreciation of cultural diversity. At the societal level multiculturalism can be a policy in certain regions such as Canada or Scandinavia. Especially politicians do not say they are racists or want assimilation, rather they criticize multiculturalism or bilingual education by saying that minorities need to adjust to the mainstream language and culture. Lecture based on Baker (2001, pp. 402-405), “Multiculturalism and Anti-Racism.” Also places multiculturalism in the instructor’s framework as part of an individual’s linguistic repertoire and cultural identity. Multiculturalism can be a philosophy as well, the appreciation of cultural diversity. At the societal level multiculturalism can be a policy in certain regions such as Canada or Scandinavia. Especially politicians do not say they are racists or want assimilation, rather they criticize multiculturalism or bilingual education by saying that minorities need to adjust to the mainstream language and culture. Lecture based on Baker (2001, pp. 402-405), “Multiculturalism and Anti-Racism.” Also places multiculturalism in the instructor’s framework as part of an individual’s linguistic repertoire and cultural identity. Multiculturalism can be a philosophy as well, the appreciation of cultural diversity. At the societal level multiculturalism can be a policy in certain regions such as Canada or Scandinavia. Especially politicians do not say they are racists or want assimilation, rather they criticize multiculturalism or bilingual education by saying that minorities need to adjust to the mainstream language and culture. tag:odeo.com,2006-06-12,1320425 Mon, 12 Jun 2006 16:47:55 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1294074-Blaming-Multiculturalism-for-the-Clash-of-Civilizations To encourage critical thinking by the students, a newspaper article by a British politician is introduced. He blames multiculturalism for the separatism of Muslims represented by the Shabina Begum case where the young woman lost the right to wear modest Muslim dress in school. But would having less multicultural tolerance solve the problem of minorities striking back at societies where they experience discrimination daily? We have to look at the motives of politicians and the deeper causes of conflict rather than blaming intercultural bridges such as bilingual education and multiculturalism. To encourage critical thinking by the students, a newspaper article by a British politician is introduced. He blames multiculturalism for the separatism of Muslims represented by the Shabina Begum case where the young woman lost the right to wear modest Muslim dress in school. But would having less multicultural tolerance solve the problem of minorities striking back at societies where they experience discrimination daily? We have to look at the motives of politicians and the deeper causes of conflict rather than blaming intercultural bridges such as bilingual education and multiculturalism. To encourage critical thinking by the students, a newspaper article by a British politician is introduced. He blames multiculturalism for the separatism of Muslims represented by the Shabina Begum case where the young woman lost the right to wear modest Muslim dress in school. But would having less multicultural tolerance solve the problem of minorities striking back at societies where they experience discrimination daily? We have to look at the motives of politicians and the deeper causes of conflict rather than blaming intercultural bridges such as bilingual education and multiculturalism. tag:odeo.com,2006-06-07,1294074 Wed, 07 Jun 2006 22:03:37 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1276860-Suggestions-for-Research-on-Bilingual-Education-2 Topics for the third response paper or semester research paper can be drawn from the syllabus. These are mostly chapters from books available from the instructor if not the Bilingual Education shelf in the library. Topics can be chosen by students, or the following suggestions have several sources already available: foreign language in elementary schools (FLES), linguistic human rights, Bilingual Education in a certain country or compared with Japan, comparing two types or methods of Bilingual Education, immigrants, a minority, or foreigners in Japan, returnees and biculturalism. Topics for the third response paper or semester research paper can be drawn from the syllabus. These are mostly chapters from books available from the instructor if not the Bilingual Education shelf in the library. Topics can be chosen by students, or the following suggestions have several sources already available: foreign language in elementary schools (FLES), linguistic human rights, Bilingual Education in a certain country or compared with Japan, comparing two types or methods of Bilingual Education, immigrants, a minority, or foreigners in Japan, returnees and biculturalism. Topics for the third response paper or semester research paper can be drawn from the syllabus. These are mostly chapters from books available from the instructor if not the Bilingual Education shelf in the library. Topics can be chosen by students, or the following suggestions have several sources already available: foreign language in elementary schools (FLES), linguistic human rights, Bilingual Education in a certain country or compared with Japan, comparing two types or methods of Bilingual Education, immigrants, a minority, or foreigners in Japan, returnees and biculturalism. tag:odeo.com,2006-06-05,1276860 Mon, 05 Jun 2006 17:06:20 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1276844-Suggestions-for-Research-on-Bilingual-Education-1 Suggestions for research and APA format for the last response paper and for the semester paper. The title can contain your purpose, one issue, and one region, to focus your paper on a scope that you can cover (e.g., Maintaining the Native Language of Immigrants in Japan). In a structure of paragraphs, an introduction and conclusion are distinct from the body of the paper that contains detailed information, examples, and your arguments supported by citations. Suggestions for research and APA format for the last response paper and for the semester paper. The title can contain your purpose, one issue, and one region, to focus your paper on a scope that you can cover (e.g., Maintaining the Native Language of Immigrants in Japan). In a structure of paragraphs, an introduction and conclusion are distinct from the body of the paper that contains detailed information, examples, and your arguments supported by citations. Suggestions for research and APA format for the last response paper and for the semester paper. The title can contain your purpose, one issue, and one region, to focus your paper on a scope that you can cover (e.g., Maintaining the Native Language of Immigrants in Japan). In a structure of paragraphs, an introduction and conclusion are distinct from the body of the paper that contains detailed information, examples, and your arguments supported by citations. tag:odeo.com,2006-06-05,1276844 Mon, 05 Jun 2006 16:25:46 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1249206-Bilingual-survey-results This lecture describes the results of a national survey of adult bilinguals. The students had earlier taken the questionnaire and could compare their responses with those of more experienced adults and native speakers of English. This 45-minute lecture covers the first 9 questions, which have quantitative results and measures of statistical significance. The qualitative results of questions 10-11 will be distributed later. Among the results, about 88% of native speakers of both Japanese and English, respectively, reported positive effects on their cultural identity from becoming bilingual to some extent. This lecture describes the results of a national survey of adult bilinguals. The students had earlier taken the questionnaire and could compare their responses with those of more experienced adults and native speakers of English. This 45-minute lecture covers the first 9 questions, which have quantitative results and measures of statistical significance. The qualitative results of questions 10-11 will be distributed later. Among the results, about 88% of native speakers of both Japanese and English, respectively, reported positive effects on their cultural identity from becoming bilingual to some extent. This lecture describes the results of a national survey of adult bilinguals. The students had earlier taken the questionnaire and could compare their responses with those of more experienced adults and native speakers of English. This 45-minute lecture covers the first 9 questions, which have quantitative results and measures of statistical significance. The qualitative results of questions 10-11 will be distributed later. Among the results, about 88% of native speakers of both Japanese and English, respectively, reported positive effects on their cultural identity from becoming bilingual to some extent. tag:odeo.com,2006-05-29,1249206 Mon, 29 May 2006 00:33:11 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1233001-Bilingualism-and-Multiculturalism-in-Canada The students and instructor interview Osaka Jogakuin College lecturer Deborah Mazerolle, who comes from Montreal, Quebec. She has been bilingual in French and English since age 5, but through her parents rather than bilingual education. In this 18-minute recording she tells her story and about Canadian government policies encouraging diversity. The students and instructor interview Osaka Jogakuin College lecturer Deborah Mazerolle, who comes from Montreal, Quebec. She has been bilingual in French and English since age 5, but through her parents rather than bilingual education. In this 18-minute recording she tells her story and about Canadian government policies encouraging diversity. The students and instructor interview Osaka Jogakuin College lecturer Deborah Mazerolle, who comes from Montreal, Quebec. She has been bilingual in French and English since age 5, but through her parents rather than bilingual education. In this 18-minute recording she tells her story and about Canadian government policies encouraging diversity. tag:odeo.com,2006-05-24,1233001 Wed, 24 May 2006 16:49:50 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1220640-Introduction-to-the-Politics-of-Bilingualism Individual and societal bilingualism are contrasted, the students having taken a questionnaire that gave indications of their level of bilingualism. Perhaps contrary to common sense, biculturalism was shown to be more difficult to achieve than bilingualism in the case of Japanese and English. In societal bilingualism, politics explains many non-linguistic causes of problems that are often attributed to language differences. It is within the politics of bilingualism that language is viewed as a problem, a right, or a resource. In China, Japan and the US, government convenience and immigration issues usually present language as a problem to be solved by assimilation or monolingualism and monoculturalism. Whereas for us as students and teacher, our second language is clearly a resource. As an example in this 13-minute lecture, the US Congress has just decided to make English an official national language. It was done hastily without much thought, just as Congress was deciding on immigr... Individual and societal bilingualism are contrasted, the students having taken a questionnaire that gave indications of their level of bilingualism. Perhaps contrary to common sense, biculturalism was shown to be more difficult to achieve than bilingualism in the case of Japanese and English. In societal bilingualism, politics explains many non-linguistic causes of problems that are often attributed to language differences. It is within the politics of bilingualism that language is viewed as a problem, a right, or a resource. In China, Japan and the US, government convenience and immigration issues usually present language as a problem to be solved by assimilation or monolingualism and monoculturalism. Whereas for us as students and teacher, our second language is clearly a resource. As an example in this 13-minute lecture, the US Congress has just decided to make English an official national language. It was done hastily without much thought, just as Congress was deciding on immigration issues, not for linguistic but for political purposes. Individual and societal bilingualism are contrasted, the students having taken a questionnaire that gave indications of their level of bilingualism. Perhaps contrary to common sense, biculturalism was shown to be more difficult to achieve than bilingualism in the case of Japanese and English. In societal bilingualism, politics explains many non-linguistic causes of problems that are often attributed to language differences. It is within the politics of bilingualism that language is viewed as a problem, a right, or a resource. In China, Japan and the US, government convenience and immigration issues usually present language as a problem to be solved by assimilation or monolingualism and monoculturalism. Whereas for us as students and teacher, our second language is clearly a resource. As an example in this 13-minute lecture, the US Congress has just decided to make English an official national language. It was done hastily without much thought, just as Congress was deciding on immigration issues, not for linguistic but for political purposes. tag:odeo.com,2006-05-22,1220640 Mon, 22 May 2006 00:42:42 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1199998-Taxonomy-of-Bilingualism-for-Foreign-Language-Teaching-in-Japan Bilingualism is the ostensible goal of foreign language teaching. Based on a citation analysis of articles in Bilingual Japan, the newsletter of the Japan Association for Language Teaching Bilingualism Special Interest Group (JALT Bilingualism SIG), this is a classification of areas of study A to Z from the standpoint of mostly English teachers in Japan. Bilingualism theory and research findings inform language teaching, another discipline in the field of applied linguistics. It is noted in this 42-minute lecture that some areas have their own discipline but overlap with bilingualism, such as intercultural communication, sociolinguistics, or translation. Bilingualism is the ostensible goal of foreign language teaching. Based on a citation analysis of articles in Bilingual Japan, the newsletter of the Japan Association for Language Teaching Bilingualism Special Interest Group (JALT Bilingualism SIG), this is a classification of areas of study A to Z from the standpoint of mostly English teachers in Japan. Bilingualism theory and research findings inform language teaching, another discipline in the field of applied linguistics. It is noted in this 42-minute lecture that some areas have their own discipline but overlap with bilingualism, such as intercultural communication, sociolinguistics, or translation. Bilingualism is the ostensible goal of foreign language teaching. Based on a citation analysis of articles in Bilingual Japan, the newsletter of the Japan Association for Language Teaching Bilingualism Special Interest Group (JALT Bilingualism SIG), this is a classification of areas of study A to Z from the standpoint of mostly English teachers in Japan. Bilingualism theory and research findings inform language teaching, another discipline in the field of applied linguistics. It is noted in this 42-minute lecture that some areas have their own discipline but overlap with bilingualism, such as intercultural communication, sociolinguistics, or translation. tag:odeo.com,2006-05-17,1199998 Wed, 17 May 2006 16:35:06 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1169133-Factors-affecting-the-success-of-bilingualism-in-Japan This continues from the previous broadcast on context theories of SLA, predictors of success or difficulties, with key factors such as adapting to the second C2 in the case of minorities, or accommodation theory. Here a grid was drawn on the board where students could write in what they thought were reasons for success or difficulties of becoming bilingual and Bilingual Education programs, both divided into linguistic and non-linguistic reasons (cultural attitudes, etc.). The instructor added some examples such as L1-L2 differences (linguistic, difficulty), full literacy including the English alphabet (linguistic, success factor) receptivity to foreign technology (cultural attitude, potential success factor), and fear of being bullied for being different (cultural attitude, difficulty). It can be difficult for Japanese to see themselves as bilingual in a social context where language is not distinguished from culture as a tool, or a fear of crossing over where there is no notion of ... This continues from the previous broadcast on context theories of SLA, predictors of success or difficulties, with key factors such as adapting to the second C2 in the case of minorities, or accommodation theory. Here a grid was drawn on the board where students could write in what they thought were reasons for success or difficulties of becoming bilingual and Bilingual Education programs, both divided into linguistic and non-linguistic reasons (cultural attitudes, etc.). The instructor added some examples such as L1-L2 differences (linguistic, difficulty), full literacy including the English alphabet (linguistic, success factor) receptivity to foreign technology (cultural attitude, potential success factor), and fear of being bullied for being different (cultural attitude, difficulty). It can be difficult for Japanese to see themselves as bilingual in a social context where language is not distinguished from culture as a tool, or a fear of crossing over where there is no notion of biculturalism beyond a sense of allegiance to one culture. This continues from the previous broadcast on context theories of SLA, predictors of success or difficulties, with key factors such as adapting to the second C2 in the case of minorities, or accommodation theory. Here a grid was drawn on the board where students could write in what they thought were reasons for success or difficulties of becoming bilingual and Bilingual Education programs, both divided into linguistic and non-linguistic reasons (cultural attitudes, etc.). The instructor added some examples such as L1-L2 differences (linguistic, difficulty), full literacy including the English alphabet (linguistic, success factor) receptivity to foreign technology (cultural attitude, potential success factor), and fear of being bullied for being different (cultural attitude, difficulty). It can be difficult for Japanese to see themselves as bilingual in a social context where language is not distinguished from culture as a tool, or a fear of crossing over where there is no notion of biculturalism beyond a sense of allegiance to one culture. tag:odeo.com,2006-05-15,1169133 Mon, 15 May 2006 02:24:23 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1168965-Context-affecting-how-well-minorities-acquire-L2 Context theories of second language acquisition (SLA) where minorities acquire the majority language. There are profiles of learners who are more or less successful in SLA (Baker, 2001, pp. 115-116). The factors can be linguistic or non-linguistic (cultural, etc.). Although this analysis was for minorities, the profile was similar to the mostly cultural attitudes that make l2 acquisition (becoming bilingual) difficult for Japanese. The goal of foreign language learning should be bilingualism, but people have to be able to culturally see themselves as bilingual and possibly bicultural. One key factor in context theory is the perceived social difference between the learner’s ingroup and the target language outgroup. When the boundaries between L1 and L2 are perceived as hard like a wall between cultures (C1 & C2), then less successful SLA is predicted. The instructor, by contrast, never strongly identified with American culture or felt that biculturalism was anything but a plus. Context theories of second language acquisition (SLA) where minorities acquire the majority language. There are profiles of learners who are more or less successful in SLA (Baker, 2001, pp. 115-116). The factors can be linguistic or non-linguistic (cultural, etc.). Although this analysis was for minorities, the profile was similar to the mostly cultural attitudes that make l2 acquisition (becoming bilingual) difficult for Japanese. The goal of foreign language learning should be bilingualism, but people have to be able to culturally see themselves as bilingual and possibly bicultural. One key factor in context theory is the perceived social difference between the learner’s ingroup and the target language outgroup. When the boundaries between L1 and L2 are perceived as hard like a wall between cultures (C1 & C2), then less successful SLA is predicted. The instructor, by contrast, never strongly identified with American culture or felt that biculturalism was anything but a plus. Context theories of second language acquisition (SLA) where minorities acquire the majority language. There are profiles of learners who are more or less successful in SLA (Baker, 2001, pp. 115-116). The factors can be linguistic or non-linguistic (cultural, etc.). Although this analysis was for minorities, the profile was similar to the mostly cultural attitudes that make l2 acquisition (becoming bilingual) difficult for Japanese. The goal of foreign language learning should be bilingualism, but people have to be able to culturally see themselves as bilingual and possibly bicultural. One key factor in context theory is the perceived social difference between the learner’s ingroup and the target language outgroup. When the boundaries between L1 and L2 are perceived as hard like a wall between cultures (C1 & C2), then less successful SLA is predicted. The instructor, by contrast, never strongly identified with American culture or felt that biculturalism was anything but a plus. tag:odeo.com,2006-05-15,1168965 Mon, 15 May 2006 01:58:12 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1151870-Second-Language-Acquisition-SLA-and-Learning Students’ first response papers were presented in class, then comparing and classifying the schools they selected as weak or strong forms of bilingual education. Their opinions, however, still tended to reflect commonsense preconceptions that bilingualism is difficult for children. So in 12 minutes recorded, summarizing points from Baker (2001) on SLA, the analogy is illustrated of a second baloon blown up in someone’s head. Does the first baloon then decrease in size? With cognitive transfer between the languages, both can increase (develop further). Especially a child’s brain has plenty of capacity for languages so long as they all get enough input and practice. Students’ first response papers were presented in class, then comparing and classifying the schools they selected as weak or strong forms of bilingual education. Their opinions, however, still tended to reflect commonsense preconceptions that bilingualism is difficult for children. So in 12 minutes recorded, summarizing points from Baker (2001) on SLA, the analogy is illustrated of a second baloon blown up in someone’s head. Does the first baloon then decrease in size? With cognitive transfer between the languages, both can increase (develop further). Especially a child’s brain has plenty of capacity for languages so long as they all get enough input and practice. Students’ first response papers were presented in class, then comparing and classifying the schools they selected as weak or strong forms of bilingual education. Their opinions, however, still tended to reflect commonsense preconceptions that bilingualism is difficult for children. So in 12 minutes recorded, summarizing points from Baker (2001) on SLA, the analogy is illustrated of a second baloon blown up in someone’s head. Does the first baloon then decrease in size? With cognitive transfer between the languages, both can increase (develop further). Especially a child’s brain has plenty of capacity for languages so long as they all get enough input and practice. tag:odeo.com,2006-05-10,1151870 Wed, 10 May 2006 00:30:11 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1148275-Suggestions-for-a-first-Response-Paper Starting the fourth week, on second language acquisition, the first of three response papers this semester is also due next class. This 6-minute recording just helps prepare students to present, lead a discussion of, and submit their response paper. Each student selected a school in Japan to report on, related to bilingualism, from the instructor’s list. This mini-lecture suggests that students use some genres learned in first year Academic Writing classes here at Osaka Jogakuin College, namely classifying in terms of bilingual education and bilingualism (examples given), and comparison/contrast with the schools other students selected. It was also suggested that students use the “Analyzing languages used in education” framework to describe their selected school in their first Response Paper. Starting the fourth week, on second language acquisition, the first of three response papers this semester is also due next class. This 6-minute recording just helps prepare students to present, lead a discussion of, and submit their response paper. Each student selected a school in Japan to report on, related to bilingualism, from the instructor’s list. This mini-lecture suggests that students use some genres learned in first year Academic Writing classes here at Osaka Jogakuin College, namely classifying in terms of bilingual education and bilingualism (examples given), and comparison/contrast with the schools other students selected. It was also suggested that students use the “Analyzing languages used in education” framework to describe their selected school in their first Response Paper. Starting the fourth week, on second language acquisition, the first of three response papers this semester is also due next class. This 6-minute recording just helps prepare students to present, lead a discussion of, and submit their response paper. Each student selected a school in Japan to report on, related to bilingualism, from the instructor’s list. This mini-lecture suggests that students use some genres learned in first year Academic Writing classes here at Osaka Jogakuin College, namely classifying in terms of bilingual education and bilingualism (examples given), and comparison/contrast with the schools other students selected. It was also suggested that students use the “Analyzing languages used in education” framework to describe their selected school in their first Response Paper. tag:odeo.com,2006-05-07,1148275 Sun, 07 May 2006 23:32:23 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1123294-Analyzing-Types-of-Bilingual-Education Lecture on the strong forms of bilingual education. Then students were given a framework to analyze cases of languages used in education, leading to a classification: if they are bilingual education, what type? Lecture on the strong forms of bilingual education. Then students were given a framework to analyze cases of languages used in education, leading to a classification: if they are bilingual education, what type? Lecture on the strong forms of bilingual education. Then students were given a framework to analyze cases of languages used in education, leading to a classification: if they are bilingual education, what type? tag:odeo.com,2006-05-01,1123294 Mon, 01 May 2006 00:35:01 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1109466-Educational-Options-for-Families-in-Japan Podcast added after class to describe what took place. 5 minutes on starting to use the bilingual textbook, the section on educational options. Some options considered by international families were very new to the students, including homeschooling. Turning to strong forms of bilingual education, less common than weak forms, we looked at immersion bilingual education at Katoh Gakuen where students follow the nationwide accredited curriculum but over half taught in English. Podcast added after class to describe what took place. 5 minutes on starting to use the bilingual textbook, the section on educational options. Some options considered by international families were very new to the students, including homeschooling. Turning to strong forms of bilingual education, less common than weak forms, we looked at immersion bilingual education at Katoh Gakuen where students follow the nationwide accredited curriculum but over half taught in English. Podcast added after class to describe what took place. 5 minutes on starting to use the bilingual textbook, the section on educational options. Some options considered by international families were very new to the students, including homeschooling. Turning to strong forms of bilingual education, less common than weak forms, we looked at immersion bilingual education at Katoh Gakuen where students follow the nationwide accredited curriculum but over half taught in English. tag:odeo.com,2006-04-29,1109466 Sat, 29 Apr 2006 00:56:07 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1064065-Aims-and-Types-of-Bilingual-Education Underlying aims for policies called bilingual education vary widely. This 45-minute lecture following Baker (2001) discusses the weak varieties of bilingual education that are most common. It starts with whom the education is for, language minority or majority students, and where, in what country or region, with examples added. Underlying aims for policies called bilingual education vary widely. This 45-minute lecture following Baker (2001) discusses the weak varieties of bilingual education that are most common. It starts with whom the education is for, language minority or majority students, and where, in what country or region, with examples added. Underlying aims for policies called bilingual education vary widely. This 45-minute lecture following Baker (2001) discusses the weak varieties of bilingual education that are most common. It starts with whom the education is for, language minority or majority students, and where, in what country or region, with examples added. tag:odeo.com,2006-04-23,1064065 Sun, 23 Apr 2006 23:29:22 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1052208-Concepts-in-Bilingual-Education-and-Bilingualism Bilingual Education in Applied Linguistics, bilingualism in the individual personality, in society and education. 46-minute lecture first summarizes earlier class analysis of news on Japanese-Brazilian language minority students in Japan. Concepts are expressed in terms of the outcomes for students and their parents according to the status of the ethnic group and their language, government policies and educational approaches, what the teacher models, classroom language use and four scenarios of language shift. These factors result in elite (elective) vs. folk (circumstantial) bilingualism, additive vs. subtractive bilingualism (L2 replacing L1), multiculturalism (encouraging diversity) vs. assimilation policies, maintenance or enrichment vs. transitional (toward the majority language) bilingual education, becoming bilingual and bicultural vs. monolingual and monocultural, valuing non-native language varieties vs. the native speaker model, balanced bilingualism and biliteracy vs. edu... Bilingual Education in Applied Linguistics, bilingualism in the individual personality, in society and education. 46-minute lecture first summarizes earlier class analysis of news on Japanese-Brazilian language minority students in Japan. Concepts are expressed in terms of the outcomes for students and their parents according to the status of the ethnic group and their language, government policies and educational approaches, what the teacher models, classroom language use and four scenarios of language shift. These factors result in elite (elective) vs. folk (circumstantial) bilingualism, additive vs. subtractive bilingualism (L2 replacing L1), multiculturalism (encouraging diversity) vs. assimilation policies, maintenance or enrichment vs. transitional (toward the majority language) bilingual education, becoming bilingual and bicultural vs. monolingual and monocultural, valuing non-native language varieties vs. the native speaker model, balanced bilingualism and biliteracy vs. education for immigrants or minorities only in their second language. Bilingual Education in Applied Linguistics, bilingualism in the individual personality, in society and education. 46-minute lecture first summarizes earlier class analysis of news on Japanese-Brazilian language minority students in Japan. Concepts are expressed in terms of the outcomes for students and their parents according to the status of the ethnic group and their language, government policies and educational approaches, what the teacher models, classroom language use and four scenarios of language shift. These factors result in elite (elective) vs. folk (circumstantial) bilingualism, additive vs. subtractive bilingualism (L2 replacing L1), multiculturalism (encouraging diversity) vs. assimilation policies, maintenance or enrichment vs. transitional (toward the majority language) bilingual education, becoming bilingual and bicultural vs. monolingual and monocultural, valuing non-native language varieties vs. the native speaker model, balanced bilingualism and biliteracy vs. education for immigrants or minorities only in their second language. tag:odeo.com,2006-04-18,1052208 Tue, 18 Apr 2006 23:34:03 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1037076-Language-Minority-Students Summarizes Sharon Vaipae’s research on Language Minority Students in Japanese Public Schools. This was compared with research on Toronto where 40% of students are foreign born and teachers integrate them well. It was also compared with newspaper articles on similar topics in Japan and China that were not as reliable. Students need to analyze and use critical thinking. Sharon Vaipae’s research in Japan got closer to the truth as she went from Ministry of Education data to interviews with teachers, parents and linguistic minority kids themselves. Her limited number of interviews found no cases where students had adjusted to the Japanese educational system successfully. Summarizes Sharon Vaipae’s research on Language Minority Students in Japanese Public Schools. This was compared with research on Toronto where 40% of students are foreign born and teachers integrate them well. It was also compared with newspaper articles on similar topics in Japan and China that were not as reliable. Students need to analyze and use critical thinking. Sharon Vaipae’s research in Japan got closer to the truth as she went from Ministry of Education data to interviews with teachers, parents and linguistic minority kids themselves. Her limited number of interviews found no cases where students had adjusted to the Japanese educational system successfully. Summarizes Sharon Vaipae’s research on Language Minority Students in Japanese Public Schools. This was compared with research on Toronto where 40% of students are foreign born and teachers integrate them well. It was also compared with newspaper articles on similar topics in Japan and China that were not as reliable. Students need to analyze and use critical thinking. Sharon Vaipae’s research in Japan got closer to the truth as she went from Ministry of Education data to interviews with teachers, parents and linguistic minority kids themselves. Her limited number of interviews found no cases where students had adjusted to the Japanese educational system successfully. tag:odeo.com,2006-04-17,1037076 Mon, 17 Apr 2006 00:03:28 -0700 no Coursecasting Bilingual Education japan, China, canada, language minority http://www.odeo.com/episodes/1002149-Bilingualism-dimensions-Jenkins-Soga-example 45-minute in-class lecture summarizing Baker, C. (2001), pp. 2ff and discussion with the students on the language abilities, use, and interactions among the Jenkins-Soga family members before, during and after their time in North Korea. 45-minute in-class lecture summarizing Baker, C. (2001), pp. 2ff and discussion with the students on the language abilities, use, and interactions among the Jenkins-Soga family members before, during and after their time in North Korea. 45-minute in-class lecture summarizing Baker, C. (2001), pp. 2ff and discussion with the students on the language abilities, use, and interactions among the Jenkins-Soga family members before, during and after their time in North Korea. tag:odeo.com,2006-04-12,1002149 Wed, 12 Apr 2006 17:53:00 -0700 no Coursecasting Bilingual Education http://www.odeo.com/episodes/1001936-Becoming-Bilingual-brings-greater-Choices First lecture of the Bilingual Education class after introducing the course, Japanese and English reference books, bilingual textbook, using the library, and how to cite Japanese sources in APA style. 16 minute lecture on the greater choices and therefore freedom that comes from becoming bilingual, bicultural, multilingual or multicultural. First lecture of the Bilingual Education class after introducing the course, Japanese and English reference books, bilingual textbook, using the library, and how to cite Japanese sources in APA style. 16 minute lecture on the greater choices and therefore freedom that comes from becoming bilingual, bicultural, multilingual or multicultural. First lecture of the Bilingual Education class after introducing the course, Japanese and English reference books, bilingual textbook, using the library, and how to cite Japanese sources in APA style. 16 minute lecture on the greater choices and therefore freedom that comes from becoming bilingual, bicultural, multilingual or multicultural. tag:odeo.com,2006-04-12,1001936 Wed, 12 Apr 2006 17:07:30 -0700 no Coursecasting Bilingual Education