Speaker
Description
As English strengthens its position globally, educators face "subtractive bilingualism," where English develops at the expense of the first language. Grounded in linguistic interdependence, this presentation addresses how Mongolian educators can foster "additive bilingualism." Attendees will explore practical classroom strategies, including translanguaging techniques and digital tools, designed to help students perceive their native language as a cognitive asset while developing global communicative proficiency and cultural identity.
Abstract section 4: Outcomes/results
Participants will leave with a clear understanding of the sociolinguistic impact of English dominance on native literacy. They will learn specific classroom strategies to support additive bilingualism, such as designing dual-language tasks and using digital platforms to celebrate local culture. The session provides practical examples of how to help students perceive their native language as a cognitive asset. Ultimately, attendees will be better equipped to guide students toward becoming proficient global communicators who remain deeply connected to their own linguistic identity and cultural roots in a globalized world.
Abstract section 1: Relevance
As English strengthens its position as a global lingua franca, educators increasingly face the challenge of "subtractive bilingualism," where the second language develops at the expense of the first (Cummins, 2000). In Mongolia, the push for English proficiency often sidelines native language development, affecting students' cognitive and cultural identity. This presentation is grounded in the theory of linguistic interdependence, arguing that a strong foundation in the native language actually enhances foreign language acquisition. By addressing this balance, the session remains relevant to current pedagogical shifts toward translanguaging and the preservation of linguistic diversity in non-native speaking environments.
Abstract section 5: References
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters
Abstract section 3: Content/method
The presentation will follow a structured practical approach. First, I will present case observations from the Mongolian classroom and the EcoLingua project. Second, we will analyze common pedagogical errors that inadvertently devalue the mother tongue. Finally, I will introduce a set of strategies, including translanguaging techniques and digital tool integration, that encourage students to use both languages strategically. The session concludes with a brief interactive discussion on adapting these methods.
Abstract section 2: Contribution/research questions
The primary purpose of this presentation is to demonstrate how language teachers can mitigate the negative effects of English dominance on native literacy. It aims to provide a framework for "additive bilingualism" in the classroom. The session will highlight the importance of valuing students' linguistic heritage as a resource rather than an obstacle, fostering a more inclusive and effective language learning environment for Mongolian learners.
| Title | Balancing English Proficiency and Native Language Literacy |
|---|---|
| Teaching Context | Junior/senior high-school |