Part II: Bilingual Education in Monolingual Areas
JOSÉ ROA / DANIEL MADRID / INMACULADA SANZ Chapter 4: A Bilingual Education Research Project in Monolingual Areas 1. Introduction In many countries, linguistic diversity is a common phenomenon and it is frequently the case that a number of different languages coexist and are used for daily communication. This is the situation in several parts of Spain, where Catalan, Basque and Galician, for instance, are spoken alongside Spanish. As Tucker (1999) indicates, there are more bilingual or plurilingual citizens in the world than monolingual ones, and there are more students being educated through a foreign language than through their native tongue (see also Dutcher 1994). We can find the view expressed by many authors that bilingual education is not only desirable, but that it brings along with it a number of important benefits for the population involved. However, it is necessary to point out that the contexts within which bilingual education is developed may vary substantially (see Chapter 1). We would underline at least the following three differences: Firstly, there are situations wherein the purpose of this type of education is the gradual integration into a monolingual commu- nity consisting in the progressive incorporation of L2 as a lan- guage for communication until there is a definitive inclusion of students in the standard common curriculum, with only one language of instruction (e.g. English in the U.S.). There are also situations in which it is desirable to promote the use of two languages at practically the same level. The aim here...
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