Literature Review: Bilingualism and Bilingual Education as a Problem, Right and Resource

Literature Review: Bilingualism and Bilingual Education as a Problem, Right and Resource

Through the reading of this chapter it could be understood that bilingualism is not only about linguistic and sociolinguistic fields, three orientations on language were stood through this chapter. This perceptions are consciously or even subconsciously tough by educators, policy makers and planners, since they are linked to philosophical and ideological ideas from the society. 

Language as a problem is the first perspective stood by Backer and Wright (2017), in which it is explained that bilingualism could increase the levels of anxiety, since bilinguals consider their performance in the dominant language is not good enough. It also causes segregation due to many bilinguals come from minority groups and they build connections with their country of origin. Moreover, language is considered a problem in countries where being a bilingual person is a characteristic of being poor people or immigrants. What the author concludes is that it is important change the paradigm of the position of language minorities and instead, promote a positive attitude towards being bilingual.

An opposite perspective from language as a problem is language as a right, which aim is to avoid language discrimination and promote language as a human right. Nowadays, there are societies that suffer oppression from other cultures because of the colonisation; although they have their own community language, they must use the language of power in academic fields. Nonetheless, Kloss (1998) suggests that through promotion-oriented rights, people will be able to use the minority language freely in each context. The positive result is that it allows freedom of expression, preservation of the language and culture. Furthermore, job and learning opportunities increase since people will be measured by their professional characteristics than from their bilingual competence, and they will have the right to use their own dialects. Regarding indigenous communities, the United Nations Declaration on the Right of Indigenous Peoples, established that they have the right to manage their own political, social, economical, cultural issues and educational system. Similar, the United Nations’ Convention on the Rights of the Child claims that education should watch over children’s family, their culture, values and language. Indeed, what is expected from language rights is to decrease levels of discrimination and develop respect for minority groups and protect them as much as possible.

Language as a resource is the last perspective, which establishes that language can contribute to the culture, social communication, economy and to build interaction among different groups. Some countries encourage the development of a second language or the preservation of other languages because languages can actually co-exist. The main concern for education is to open the room to translanguaging practices, in this way, learners can accomplish tasks by using their home language abilities. 

Taking into account the comments gathered from the poster session regarding this paper, in Colombia, bilingualism is a problem since indigenous communities are facing language lost due to the fact that it is mandatory to learn spanish and english, but there is not academic support for their indigenous language. Moreover, there is also inequality since public institutions do not have the same access to the resources as private institutions do. It does not mean that there is a lack of effort from government and police makers, but opportunities are not the same. Otherwise, it is relevant to highlight that the government is working on improving bilingual national policies, and institutions and educators are constantly reflecting about their practices and looking for strategies to keep students motivated. 

Through the discussion of the chapter a question arose: It is bilingualism a problem in our context? We concluded that in fact it is a problem, but we must stop thinking that government, policymakers and language rights are in charge of solving it. Little actions could change the paradigm in our schools by showing learners that learning a foreign language is not complex. Teachers can also look at some extended strategies for those students who come from indigenous communities or at least show them how significant is to preserve their language because it is part of their own culture. Despite professional development is difficult to achieve because the lack of time or lack of money, it allows teachers to be updated, contribute with research projects and being in touch with colleagues who share their experiences. Finally, is crucial to reflect about our teaching practices and consider the perspectives mentioned before, because it is not enough to reflect about language itself, but also the impact of language in society.