In my research, I aim to explore the use of languages in the bilingual classroom. As educators must arranged differently the two languages in the curriculum, it is important to ask, How do teachers use languages in dual language school in California ?
If strictly separated or by using the languages flexibly, how does this language arrangement is interrelated to a educators’ vision of bilingualism? (related in what the educators want to emphasize)
As Ofelia Garcia says “As we have affirmed throughout this book, the changes brought about by modern-day globalization and technology have changed our conceptualizations of bilingualism, from the linear types of the past, to the more recursive and dynamic types of the present. And yet linear bilingual education types continue to exist alongside more dynamic types, sometimes even in the same school. No one type is better than the other. The advantages of one type over the other are always related to the lens through which one looks and the goals, aspirations, and wishes of parents and children, as well as the educational resources that are available.”p.135
If you are teaching them for instance, English as a target language and they have French as a L1 then you must plan lessons for class in two ways. First, you teach English with French code-switching. Like students are free to interact in french and English languages while discussing their material. In the second phase, now you can device lessons that don't allow code switching and students interact only in English language. It will be their reinforcement too. Code mixing and code switching in bilingual classes go hand to hand. Stick to one language while teaching always leave students in dilemma .
Not quite sure it can help, but I am sending you a link to the recording of the Oxford webinar on teaching bilingual students The use of the first language in EMI - how to tell parents by dr Francesca La Morgia held last week:
https://oupelt.adobeconnect.com/pmrjouh4fljo?launcher=false&fcsContent=true&pbMode=normal
The use of languages in question should follow an additive approach rather than a subtraction one. Preserving the pupils' first language beside the learning of L2 - that is, language maintenance, is essential.
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