Curriculum studies ipgkdri sem 8 multilingualism
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Transcript of Curriculum studies ipgkdri sem 8 multilingualism
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CURRICULUM STUDIES
FINAL SEMESTER“Multilingualism”
By KJ/IPGKDRI 2015
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• Also known as multi-competent• Most multilingual speakers fall somewhere
between minimal and maximal definitions – (Vivian C,1992)
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• International interactions-school children nowadays compelled to learn multiple languages.
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QUESTION
How much language did you learned from the beginning of your life until now?
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Multilingual person
• Communicate MORE than one language/ bilingual/ trilingual
SpeakingReadingListeningWriting
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POLYGLOT• A multilingual person • Knowing or using several languages.• Acquired and maintained at least one
language during childhood/ mother tongue/L1• Simultaneous bilinguals- those who acquired
two languages, usually one dominates over the others
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• Not all speakers are/need to be multilingual in societies.
• When all speakers are multilingual, linguists classify the community according to the functional distribution of the language involved;
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DIGLOSSIA • Structural functional distribution of the
languages involved in society.• Refers to a situation in which two dialects or
languages are used by a single language community.
• Kind of bilingualism in a society in which one of the languages has high prestige (H)
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• Other of the languages has low prestige (L)
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AMBILINGUALISM• Functional distribution is not observed.
• A speaker has complete mastery of two languages and makes use of both in all uses to which he puts either
• Manifest in a specific region of larger states that have both clear dominant state language and protected minority language that is limited in terms of distribution of speakers.
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BIPART-LINGUALISM
• If more than one language can be heard in a small area, but large majority of speakers are monolinguals who have little contact with speakers from other ethnic groups.
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UNITY IN EDUCATION
• Malaysian identity and is to embrace our diverse heritage.
• School have a unique potential to be place to foster unity.
• Govt’ system has struggled to measure unity in a diversity in National School.
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Medium spreading unity in school
• Using teaching materials representing all ethnicities across the country;
• School –based programme focused in unity development;
• Student enrolment in overall public;
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UNITY ISSUES
• Homogenous environment; specific schooling options.
-most student enrol in a single exposure secondary school format; SMK-child who transfers from SJKC to independent Chinese school/SK or from SK to SMKA
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DIVERSITY OF SCHOOL IN MALAYSIA
• Public primary school comprises SK,SJKC, SJKT-is defined by diff medium of instruction 99% primary enrolment.• Public Secondary school comprises SMK -single school format -88% total secondary enrolment-
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• completing lower 2ndary sch, students are pursued to continue to alternate pathways
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• Private school comprises small but growing no. of students enrolment.
-both in primary and secondary level inc private national curriculum, international sch, religious schools & independent Chinese school.
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THE END THANK YOU