Description
Book SynopsisThis 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.
Trade Review«Alles in allem liefert das Buch einen spannenden Blick darauf, was alles möglich ist, wenn politischer Wille, finanzielle Mittel, dynamische Schulstrukturen, engagierte Lehrkräfte und interessierte SchülerInnen aufeinandertreffen, und stellt einen interessanten Beitrag zum Forschungsstand über die Rolle bilingualer Unterrichtsformen bei der Förderung von Mehrsprachigkeit und Plurilingualismus in Europa dar.» (Elisabeth Wielander, Info DaF 2/3, 2013)
Table of ContentsContents: Daniel Madrid/Stephen Hughes: Introduction to Bilingual and Plurilingual Education – José Luis Ortega Martín: The Primary and Secondary School Curriculum in Spain – Sacramento Jaímez/Ana M. López Morillas: The Andalusian Plurilingual Programme in Primary and Secondary Education – José Roa/Daniel Madrid/Inmaculada Sanz: A Bilingual Education Research Project in Monolingual Areas – Ana María Ramos García/José Luis Ortega Martín/Daniel Madrid: Bilingualism and Competence in the Mother Tongue – Javier Villoria/Stephen Hughes/Daniel Madrid: Learning English and Learning through English – Daniel Madrid: Monolingual and Bilingual Students’ Competence in Social Sciences – Ana María Ramos García: The Cultural Knowledge of Monolingual and Bilingual Studies – Miguel Angel Pérez Abad: The International Spanish Academies in California – Diego Uribe: The Dual Immersion Program at R.W. Emerson Elementary (USA) – Miguel Fernández Álvarez/Juan Ignacio García Rico: Bilingual Education at Roosevelt Elementary School in Cicero (USA) – José Manuel Vez: Plurilingual Education in Bilingual Areas: The Case of Galicia – Stephen Hughes/Daniel Madrid: Synthesis of Principles, Practices and Results.
