Edited By Manuel Jiménez Raya and Terry Lamb
Insights into Language Education Policies is of particular interest to academic researchers, policymakers, and teaching professionals interested in language education. It aims to provide the reader with critical insights into language education policies in diverse countries around the world. The chapters examine from different perspectives (for instance, migration and minority languages, indigenous languages, and content and language integrated learning [CLIL] instruction) the measures adopted in these settings to foster (modern) language learning, underlining their strengths and weaknesses and suggesting future avenues and courses of action to enhance plurilingual education in these particular contexts and beyond.
The what’s, why’s, who’s, and how’s of Andalusian plurilingual education (María Luisa Pérez Cañado)
María Luisa Pérez Cañado
The what’s, why’s, who’s, and how’s of Andalusian plurilingual education
Abstract: The present chapter aims to provide a detailed rendering of the plurilingual education model developed in the autonomous community of Andalusia (Spain) since 2005. To this end, it raises and answers different wh-questions which attempt to canvass the past, present and future of the two main plans enacting this model: the Andalusian Plan for the Promotion of Plurilingualism (APPP) and the Plan Estratégico de Desarrollo de las Lenguas en Andalucía (PEDLA). The chapter begins by explaining why the APPP and the PEDLA have been developed. Next, it describes how both plans are being practically implemented. Then, the chapter analyses the main outcomes of the APPP and the PEDLA, expounding on who has assessed the way in which these plans are working and what results have been yielded by the research conducted so far. It concludes by discussing where these outcomes lead us, identifying the main challenges to be addressed and setting an agenda for the future.
Keywords: Plurilingual education, CLIL, implementation, research
It is an uncontested fact that we are currently confronted with a “language challenge” (Tudor, 2013: 22) in our increasingly multilingual and multicultural society. Language education is in turmoil (Lorenzo, 2010) and we are living what Mehisto (2008) terms a period of disjuncture, characterized by the tension between the previous order and a new approach which...
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