Bilingual Education, Language Development, Immersion, EMILE, Second Language Acquisition, Primary School Education, Multilingualism, Language Learning, Bilingualism
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Abstract
This document discusses bilingual education, its characteristics, and models, including immersion and EMILE approaches, and addresses common concerns about bilingual language development in children.
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[...] The learning tool allows primary school students to use the foreign language in a natural environment, so that the language is forgotten, and the concentration is focused on the subject of learning. In this context, up to 50% of the subjects are taught in the second language, while the other half is taught in the first. In parallel, foreign language courses are offered to students, and very often additional hours of foreign language teaching. The bilingual modules do not only respond to an increasing number of foreign language inputs, but also open up new perspectives on the subject and the integration of new subjects. [...]
[...] It coincides entirely with the proximal zone of development.5 Learning a language is not just about memorizing vocabulary and grammar rules; it's also about understanding the nuances, tones, and cultural contexts that words convey. Participating in conversations offers primary school students an invaluable opportunity to grasp these subtleties. By interacting with each other and with the teacher, learners acquire knowledge about idiomatic expressions, familiar expressions, and the use of language in everyday life that textbooks simply cannot reproduce. BIBLIOGRAPHY GAONAC'H Daniel. Early Foreign Language Learning: The Viewpoint of Psycholinguistics. [...]
[...] Hachette/Paris, 2006. POCHER Louis, GROUX Dominique. Early Foreign Language Learning. PUF/Paris, 2003 PY, Bernard. For a Bilingual Perspective on Teaching and Learning Languages. In: Applied Linguistics Studies, 1997 SCHLEMMINGER, Gérald/Springer, Claude. From < kva > to < kwa > : How to Interact in a Bilingual Environment? Models of Interaction for Bilingual Teaching of a Non-Linguistic Discipline In : Martine Faraco The Language Class: Methods, Practices and Theories. Aix-en-Provence : University Press of Provence, Aix-en-Provence.2006 VYGOTSKI, Lev, S. [...]
[...] In this context, bilingual education throughout Europe is gaining importance. For our current research, we have chosen to focus on bilingual teaching at the primary level. By definition, the term 'bilingual' indicates that in such educational settings, teaching and learning take place in two languages. Some consider bilingualism as deviating from the norm and as a problem that raises questions such as: does growing up with two languages create confusion in the child? Does it affect their intellectual development? Does the second language negatively affect the first? [...]
[...] Furthermore, other questions appear to be relevant. Notably those that ask, how can bilingual education respond to the specific content needs of a subject rather than simply serving as an additional language input? And which approach to bilingual education is the most promising in the context of primary school? In order to provide elements of response to the problems, we will try to define bilingualism before being interested in the didactic methods that can be deployed. 1. Definition and objective of bilingualism Defining bilingualism has been and will remain a complex task. [...]
