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BICULTURAL ENGLISH PROGRAM

The methodology behind is eclectic, meaning that the system incorporates the preeminent features of a variety of methods and approaches.

CLIL: Content and Language Integrated Learning

The CLIL approach sustains that language should be taught in the context of other subjects, which can be school subjects like science and math, or other meaningful content such as human values or ecological awareness. A CLIL syllabus is not grammar-based; instead, the language knowledge is taught inductively around subject content. By the same token, CLIL teachers correct students when they make errors with the content material. In a CLIL classroom, language errors are corrected when they impede understanding or when students make the same mistakes repeatedly, to avoid fossilization of errors. The CLIL approach is at the heart of the BE system.

Recommended reading:
http://www.teachingenglish.org.uk/clil

Multiple Intelligence

Howard Gardner’s framework of intelligence is well accepted in the English Language Teaching world. According to Gardner, there are at least eight intelligences. Everyone uses them to a certain degree, but some are more developed than others. Every intelligence can be stimulated with specific activities, so that a person can grow in that area. The intelligences are: logical-mathematical, linguistic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, musical, and naturalist. In BE, specific MI activities are incorporated into the Student’s Book and expanded upon in the Teacher’s Guide.

Recommended reading:
http://www.infed.org/thinkers/gardner.htm

Competencies

After extensive research for UNESCO, Jacques Delors et al.promoted the concept of Four Pillars of Education: learning to know, learning to do, learning to be, and learning to live together. According to this model, schools should teach knowledge, skills, values and attitudes. BE integrates the four pillars into its teaching and learning at all times, in order to form caring, responsible children who are motivated and independent learners.

Recommended reading:
http://unesco.org/delors/fourpil.htm

Music Therapy

All humans are born with the skill to appreciate music, even though we each develop different musical tastes. Music therapy uses the universal appreciation of music to help students become more effective learners. In BE, classical pieces were carefully selected to be used as background music, in order to help students relax and be more open to learning.

Recommended reading:
http://www.temple.edu/musictherapy/home/program/faq.htm

Repetition and Guided Practice

Learning a second language takes time. An important foundation for language acquisition is the familiarity with simple words and sounds. Repetition and guided practice are important in the respect that they provide this foundation, as well as enabling students to avoid common inaccuracies and form good habits. According to behavioral psychology, making frequent mistakes is conducive to forming bad habits. Furthermore, the students’ native language should never be used. These are some of the guiding principles in the BE a Speaker section.

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