This Web Page is dedicated to all those Bilingual Teachers who assist bilingual students in learning and praising the source and target languages and cultures and who attend dual bilingual programs form 1st. to 4th level.  Moreover, this Web Page is not exclusive for them. Thus, Bilingual teachers from other levels and types of Bilingual Programs will find this material valuable as well.  

 

     Our Web Page si divided into 6 modules.  Module 1, 2 and 3 deals with Linguistic Awareness in Bilingual Education and Modules 4, 5 and 6 concerns Communicative Competence in Bilingual Education.

 

     The  purpose for the first three modules, Module 1, 2 and 3 is to determine to which extent students who acquire linguistic consciousness gradually become more autonomous learners in learning a second language like English, to be competent in such a language. In this web page we will show a number of aspects related to reflecting on language, communication and learning to achieve autonomy in learning a second language like English, but at the same time being aware of the native language.

 

     The main menu of this website includes three modules. In the first module Language Awareness in Bilingual Education will be introduced. In the second module, Language Learning Awareness will be analyzed from the perspective of what students need to know about language, communication and learning a language. Finally, the third module will show the importance of Independent learning and learning to learn a language for developing communicative competence in our students in both the native and target languages. 

 

    The aim of the follwing 3 modules. Module 4, 5 and 6  is to provide bilingual teachers with the necessary knowledge they should have to assist bilingual students in the development of their communicative competence in both the source and target languages. To reach such a goal teachers should be aware of language as a whole system which involves as well the fact of being competent communicatively speaking. So in assisting bilingual students to develop communicative competence, firstly teachers should have a great command of competences such as the Linguistic Competence, the Discursive and Pragmatic Competence and the Sociolinguistic Competence which are part of the communicative competence itself.

 

    This web page is organized into three modules.  Each module deals separately with these interrelated communicative competence components that should be considered as a whole in order to achieve the bilingual students communicative competence in the source and target languages, The forth module deals with the linguistic competence with emphasis on grammar and vocabulary awareness. The fifth module will cover the discursive and pragmatic competence in which “sense making” and context are important factors in dealing with the accurate productions of sentences and utterances.  The sixth module focuses on the sociocultural competence which involves the socioeconomic and cultural  domains of persons, whose final linguistic production and understanding of what is interpreted, is affected.