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Insights into Language Education Policies


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.

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Language policies in Galicia: From bilingual education to trilingual schools1 (José Manuel Vez Jeremías)


José Manuel Vez Jeremías

Language policies in Galicia: From bilingual education to trilingual schools1

Abstract: This chapter analyses the main language policies developed in a small region in the north-west of Spain: Galicia. Despite the different political measures which have contributed to increasing the social status of the regional language, the number of adolescents who have Galician as their L1 is progressively decreasing. To counteract this tendency, the Galician Government has enacted various educational measures which will be reviewed in the present chapter. These measures have attempted to foster the learning of Galician by incorporating it into the school curriculum, both as a subject and a language of instruction. Over the last years, however, this attempt to increase the use of Galician among teenagers has merged with the implementation of a trilingual model in the Galician school system, which is based on teaching a third of the school subjects in Galician, Spanish and English respectively. The chapter will also examine this trilingual model and canvass the different views on its implementation.

Keywords: Bilingual education, multilingual education, CLIL, minority language

1 Introduction

Multilingual education, as opposed to simply bilingual education, in exceptional environments such as the Autonomous Community of Galicia (hereafter ACG), is particularly important to minority language preservation: competence in English may increase the odds that minority languages will survive, following the evidence that proficiency in more than one language increases the facility in acquiring further languages (Cenoz, 2013a)...

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