bilingualism

etymology . Latin “two” +

“tongue”
 Scenario
A bilingual high school is grappling
with the challenges of maintaining
a balanced bilingual program. While
some students excel in both
languages, others struggle
academically due to language
barriers. Investigate the factors
contributing to the varying levels of
bilingualism among students and
propose strategies to address the
disparities while preserving the
benefits of bilingual education.
What is Bilingualism
Valdez & Figueroa (1994), clearly and in the
most basic way, defined bilingualism as the
ability ‘to know’ two languages. However,
‘knowing’ in itself is quite loaded. Hence the
intricacy of defining the term.
A bilingual may be an expert in each
language he or she ‘knows’. Another may
be fluent in both languages but displays a
distinct preference of one.
Hence there are varying levels of
bilingualism which must be considered.
 FACTORS CONTRIBUTING TO THE VARYING
LEVELS OF BILINGUALISM IN STUDENTS

There are many factors

that contributes to the
varying levels of
bilingualism among
students. Some of these
factors cannot be
changed while others can
be controlled.
 Cognitive Students with high intellect, retention, and capacity for
language due to their ability to pay attention and making
1 connections in the brain, find it easier to attain
bilingualism.

Affective Students who are motivated are often more adept to

2
learning a different language, while students apprehensive
of language learning may find it a struggle, especially will
new words and grammar.
5 TYPES Personality Students who work well with others excel in classrooms

OF FACTORS 3
and when cooperating with others show more promise at
learning a different language.

Environment A student’s environment contributes a lot to how proficient

4
a student is in bilingualism. Students whose setting is
immerse with a different language may have a easier time
than those who are not

Cultural Students who feel accepted by the community of the target

language have a easier time learning a different language.
5 This factor work in alliance with motivation as well as how
successful you are at language learning.
 Factors from Teachers
03 04
e learner
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e have
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03
e learner
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04
Education is now being viewed as
Factors from Teachers
and Students from
he entire
he short term. It
schools,
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and is the product individual solely for credentials
e not
earning over time. leading to high-paying jobs. Guyana
s of the
ya seem unable to Hence, there is more focus on
e have
tion and are not modern utilitarian subjects, such as
dated
rk towards long- business and technology reducing
rammar
, preferring quick the focus on traditional humanities
with
y rewards. subjects as students no longer view
s
foreign language knowledge as
necessary.
 e learner
0304 Factors from Teachers
and Students from
he entire
schools,
Learning A devaluation of the traditional
a foreign language
humanities subjects with a
bilingual schools in
involves repetition. Bilingualism is
e not concomitant swing towards
the result of aggregate learning Guyana
s of the subjects that are seen to be more
ae have over time. Students are not prone
utilitarian and relevant to
to work towards long-term
dated employment, for example, business
objectives, choosing quick and easy
rammar studies, science, and technology.
rewards.
with
s
 0203 04
learning a language cannot be
Factors from Teachers
and Students from
In some schools,
achieved A devaluation of the traditional
in teaching
the short term. It
humanities subjects with a
bilingual schools in
approaches
requireshave not adjusted
practice and is the to product
suit the of
needs of the new
cumulative concomitant
learners,
learning swing towards
over time. Guyana
a someStudents usesubjects
teacherstoday seemthat
obsolete are seen to be more
unable to
approaches utilitarian and relevant to
defersuch as the grammar
gratification and are not
translation employment,
with for example, business
inclined method,
to work towards long-
anticipated
term studies,
results
objectives, science,quick
preferring and technology.
and easy rewards.
 010203 04
the profile of the language learner
learning a language cannot be
Factors from Teachers
and Students from
changed and now spans A
range of
Employment of teachers
abilities. whoIn some
the entire
achieved in thedevaluation
short term.ofItthe traditional
schools,
are andhumanities subjects with a
bilingual schools in
requires practice is the product
not fluent teaching
bilinguals
adapted
methods
and are have
not not
concomitant
of cumulative learning over time. swing towards Guyana
confident enoughto to suit
use the
Students
needs
it as the
today
of the are seen to be more
subjects
seemthatunable to
medium ofnew learners,Leading
instruction. so that to wea utilitarian
have
defer gratification and are and relevant to
not
‘lost in translation’
teachers still and using outdated
students’employment, for example, business
inclined to work towards long-
approaches
disinterest to learning, suchasasthere
the studies,
grammar
is preferring
science,quick
and technology.
term objectives,
no improvement translation method, with
in comprehension
and easy rewards.
predictable results
 RECOMMENDATIONS
Introduce foreign
languages Increase the amount
curriculum in of teaching periods Mandate that all
Primary Schools as allocated towards foreign language
culture related the foreign language teachers are fluent Encourage students
subjects to build the whilst also allowing bilinguals. Provide to practice the
students’ cultural students to constant professional language outside of
understanding of the participate in development to learning periods.
language whilst dialogues with
simultaneously advance teachers’
person native to the
captivating their tongue. skills
interests.
 References
Bess, M., & Bess, J. (2023, September 25). Factors contributing to the varying levels of bilingualism in students.

(Personal Interview).

Chacon, M. (2023). Bilingualism Survey (Unpublished Raw Data). Georgetown.

Ganesh, D. (2023). Factors contributing to the varying levels of bilingualism in students. (Personal Interview).

Liverpool, Y., & Archer, N. (2023, September 22). What can we do to reduce the disparity resulting in varying levels of

bilingualism in students. (Personal Interview).

Liverpool, Y., Seenaraine, H., & Chalmers, Z. (2023, September 22). Factors contributing to the varying levels of

bilingualism in Students. (Personal Interview).

Valdés, G., & Figueroa, R. A. (1994). Bilingualism and testing: A special case of Bias. Ablex.