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Studies in Bilingual Education


Edited By Daniel Madrid Fernandez and Stephen Hughes

This book deals with bilingual education in general, but it pays special attention to bilingual education in monolingual areas. One central aim is to study the effects of bilingual programmes during the final stages of Primary and Secondary Education in contexts where the L2 (English) is not normally used as an instrument of social communication in the students’ environment, but instead is used only at school, where some subject areas are undertaken totally or partially in this language. The reader interested in bilingual education will find a valuable source of information on different bilingual programmes in the USA and Spain: what schools do and the contents they teach, their timetable and extracurricular activities; the specific objectives that they aim to achieve and the methodology they use, with special reference to the CLIL approach, the schools and the students’ level of success with bilingual education, the most common problems that they have to face in monolingual areas and how to solve them.


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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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