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DISPELLING THE MYTHS ON BILINGUALISM: EFFECT ON BILINGUAL EDUCATION MODELS

G. Helguero-Balcells1, L. Buttaro2

1Broward College / Florida Atlantic University (UNITED STATES)
2Adelphi University (UNITED STATES)
When one looks at the term bilingualism, all too often there is a negative connotation of what this implies in the educational system at the K-12 level, likewise at the higher education level. There is a misnomer that such a model is just fomenting the lack of integration in the mainstream classroom. This is totally untrue. Dispelling the myths of the bilingual models is what will be presented in this session and indicating the effective manner that this educational model can be utilized to the develop programs across the United States and Europe. The first item that needs to be realized is that the myths must be refuted so as to show the errors of understanding of this educational model. Research has indicated that the bilingual model is beneficial to the learners and enhances the learning process, many times exceeding the benchmarks that are put in place. Presently the Bologna Agreement of Europe with the Common European Framework of Reference for language acquisition is a model that must be looked at in regards to the learner’s ability of being bilingual or trilingual. There is a move to the trilingualism which in the near future, in many parts of the world, will need to be studied. In the United States there needs to be a greater push for bilingualism.