The document discusses bilingual education, its history, and principles of developing a bilingual curriculum. It defines bilingual education as using two languages for instruction, with equal numbers of students from both language groups integrated throughout the school day. The history of bilingual education dates back to the 18th century with studies of child language acquisition. In developing countries like Indonesia, bilingual education models have been implemented since 2006 to improve education quality and create a globally competitive workforce. When developing a bilingual curriculum, schools should consider both the content and objectives to be taught, as well as plan the total curriculum as a coherent whole.
The document discusses bilingual education, its history, and principles of developing a bilingual curriculum. It defines bilingual education as using two languages for instruction, with equal numbers of students from both language groups integrated throughout the school day. The history of bilingual education dates back to the 18th century with studies of child language acquisition. In developing countries like Indonesia, bilingual education models have been implemented since 2006 to improve education quality and create a globally competitive workforce. When developing a bilingual curriculum, schools should consider both the content and objectives to be taught, as well as plan the total curriculum as a coherent whole.
The document discusses bilingual education, its history, and principles of developing a bilingual curriculum. It defines bilingual education as using two languages for instruction, with equal numbers of students from both language groups integrated throughout the school day. The history of bilingual education dates back to the 18th century with studies of child language acquisition. In developing countries like Indonesia, bilingual education models have been implemented since 2006 to improve education quality and create a globally competitive workforce. When developing a bilingual curriculum, schools should consider both the content and objectives to be taught, as well as plan the total curriculum as a coherent whole.
The document discusses bilingual education, its history, and principles of developing a bilingual curriculum. It defines bilingual education as using two languages for instruction, with equal numbers of students from both language groups integrated throughout the school day. The history of bilingual education dates back to the 18th century with studies of child language acquisition. In developing countries like Indonesia, bilingual education models have been implemented since 2006 to improve education quality and create a globally competitive workforce. When developing a bilingual curriculum, schools should consider both the content and objectives to be taught, as well as plan the total curriculum as a coherent whole.
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Questions:
1. Pengertian tentang Pendidikan bilingual
2. Sejarah Pendidikan bilingual 3. Prinsip dasar pengembangan kurikulum bilingual
Answers:
1. Bilingual education is an addition to bilingual and bicultural programs over a long period of time, using two languages in instruction, learning, and communication, with an equal number of students from both language groups integrated throughout or at least half of the school day to meet bilingual, bilateral, academic, and cross-cultural competences (Zimmerman, 2010). The first language being used is English and the second language is the language commonly used in the region or country. Children who learn two languages simultaneously succeed in mastering both using similar strategies. Basically, when they learn two different languages, the key to their success is when they can distinguish the two contexts of each language (Fernández-Ferreiro, 1997). Bilingual children grasp concept formation more easily and have greater mental flexibility because they are accustomed to learning two languages and overcoming their confusion in the first place. It can be used as a consideration for parents to decide whether their child should be schooled to a bilingual or monolingual school.
2. The history of Bilingual education
Modern research on child language acquisition dates back to the latter half of the 18th century when Dietrich Tiedemann recorded his observations of the psychological and linguistic development of his diamond child in the late 19th century. (Lanza, 2008) Francois Gouin observed his nephews and from there he compiled what became known as the serial method of foreign language teaching. According to Pashler & Tokowicz, (2013), in the half of the 20 th century, researchers began to systematically analyze children's language and attempt to uncover the nature of the sociolinguistic process that allows any human being to achieve easy control over an incredibly complex communication system. Several decades later important steps were taken especially in generative and cognitive models to explain the acquisition of certain languages and to investigate the universal aspects of acquisition. The methodology of teaching a second language and a foreign language has developed continuously in line with developments in the linguistic disciplines of education and psychology. Recently, developed countries like Indonesia have followed this step in the goal of creating future generations who are competent and able to participate in the world's competitive edge (Moradi, 2014). Indonesia since the 2006/2007 school year has implemented a bilingual teaching model in learning. This is manifested in the policy of updating the quality of education. The policy of bilingual learning model was not new. At the beginning of independence, bilingual teaching was implemented, namely Dutch- Indonesian (Al-Amri, 2013). Language education is becoming very popular in Indonesia. In the bilingual education approach, students learn certain subjects by using a foreign language as the language of instruction. In this case students learn science subjects such as mathematics and natural sciences by using English.
3. According to Kelly, (2000), the term ‘curriculum’ can be, and is, used, for many different kinds of program of teaching and instruction. Indeed, as we shall see, quite often this leads to a limited concept of the curriculum, defined in terms of what teaching and instruction is to be offered and sometimes also what its purposes, its objectives, are. Hence, we see statements of the curriculum for the teaching of the most basic courses in many different contexts. And we shall also see that much of the advice which has been offered for curriculum planning is effective only at the most simplistic levels, for teaching of a largely unsophisticated and usually unproblematic kind. According to Macalister, (2010) Curriculum will be helpful if, from the start, we distinguish the use of the word to denote the content of a particular subject or area of study from the use of it to refer to the total program of an educational institution. Many people still equate a curriculum with a syllabus and thus limit their planning to a consideration of the content or the body of knowledge they wish to transmit or a list of the subjects to be taught or both. This dimension of curriculum development is, of course, important, but it is the rationale of the total curriculum that must have priority. ‘Schools should plan their curriculum as a whole. References:
Al-Amri, M. N. (2013). Effects of Bilingualism on Personality, Cognitive and Educational
Developments: A Historical Perspective. Academic & Scholarly Research Journal, 5(1), 1– 7. www.aasrc.org/aasrj Elizabeth Lanza. (2008). Multiple voices: An introduction to bilingualism (review). Language, 84(4), 892–897. https://doi.org/10.1353/lan.0.0070 Fernández-Ferreiro, M. (1997). Colin Baker Foundations of Bilingual Education and Bilingualism . In Language Problems and Language Planning (Vol. 21, Issue 3). https://doi.org/10.1075/lplp.21.3.11fer K., S. (2000). The Curriculum: theory and practice (4th edition). Teacher Development, 4(3), 437–454. https://doi.org/10.1080/13664530000200292 Moradi, H. (2014). An Investigation through Different Types of Bilinguals and Bilingualism. International Journal of Humanities & Social Science Studies (IJHSSS) A Peer-Reviewed Bi-Monthly Bi-Lingual Research Journal, 6959(107), 788711. https://www.ijhsss.com/files/Hamzeh-Moradi_6813z4a4.pdf Pashler, H., & Tokowicz, N. (2013). Bilingual Language Processing. Encyclopedia of the Mind, 3, 168–194. https://doi.org/10.4135/9781452257044.n43 Zimmerman, L. W. (2010). ESL, EFL, & Bilingual Education: Exploring historical, sociocultural, linguistic, and instructional foundations.
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