Skip to main content
SpringerLink
Log in

The Evolution of Bilingual Education in Monolingual Contexts: An Andalusian Case Study

  • Chapter
  • First Online:
Current Research in Bilingualism and Bilingual Education

Part of the book series: Multilingual Education ((MULT,volume 26))

Abstract

This chapter focuses on Andalusia (southern Spain) as a case study to illustrate the evolution of bilingual education in a setting with a firmly entrenched monolingual model. It will begin by expounding on the chief traits of the two plans which have bolstered bilingual education in this monolingual context –the Plan de Fomento del Plurilingüismo (Andalusian Plan for the Promotion of Plurilingualism) (2005) and the Plan Estratégico del Desarrollo de lasLenguas (Strategic Plan for the Development of Languages) (2017)-, tracing their origins and showcasing how they conform to the zeitgeist of broader European policies and regulations. It will then canvass prior investigations carried out into the way in which these plans have played out, according to the chief stakeholders involved. The bulk of the chapter will be devoted to reporting on the outcomes of a large-scale program evaluation which has just been conducted in this context via two governmentally-funded research projects into the way in which CLIL programs are currently working, according to the key players involved in their grassroots implementation. Data, methodological, investigator, and location triangulation are all employed to gauge language teachers’, content teachers’, and teaching assistants’ perspectives through questionnaires and semi-structured interviews in both Primary and Secondary education vis-à-vis L2 competence development, methodology, materials and resources, evaluation, coordination and organization, and teacher training and mobility. The outcomes will provide a comprehensive picture of where the process of implementation of CLIL programs currently stands in this monolingual context and to trace their evolution over the course of the past decade.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    CLIL is defined as “a dual-focussed education approach in which an additional language is used for the learning and teaching of both content and language” (Marsh and Langé 2000, p. 2). The emphasis on both teaching and content points to the very hallmark of CLIL: it involves a “two for one” approach (Lyster 2007, p. 2), where subject matter teaching is used at least some of the time as a means of increased meaningful exposure to the target language.

  2. 2.

    Indeed, according to the latest European Commission (2012), Spain is “the bottom rung of the foreign-language knowledge ladder” (Lasagabaster and Sierra 2009, p. 7), with 54% of its citizens admitting to being monolingual and only 18% being capable of holding a conversation in two other European languages.

  3. 3.

    The electronic English Language Portfolio.

  4. 4.

    Please see the Common European Framework of Reference for Languages at https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf for further information on these levels.

  5. 5.

    Available at http://revistas.cardenalcisneros.es/index.php/PULSO/article/view/217/187.

  6. 6.

    L2 use in class; L2 development in class: discursive functions; competence development in class; methodology and types of groupings; materials and resources; coordination and organization; evaluation; teacher training and mobility; motivation and workload; and overall appraisal.

References

  • Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.

    Google Scholar 

  • Bruton, A. (2011). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics, 2011, 1–7.

    Google Scholar 

  • Bruton, A. (2012). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39, 523–532.

    Article  Google Scholar 

  • Bruton, A. (2013). CLIL: Some of the reasons why ... and why not. System, 41, 587–597.

    Article  Google Scholar 

  • Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System, 53, 119–128.

    Article  Google Scholar 

  • Cabezas Cabello, J. M. (2010). A SWOT analysis of the Andalusian Plurilingualism Promotion Plan (APPP). In M. L. Pérez Cañado (Ed.), Proceedings of the 23rd GRETA convention (pp. 83–91). Jaén: Joxman.

    Google Scholar 

  • Cabrera Linero, J. (2009). Diversidad lingüística? El inglés y otras lenguas. In A. Bueno Gonzalez et al. (Eds.), Atención a la diversidad en la enseñanza plurilingüe. I, II y III Jornadas Regionales de Formación del Profesorado (CD-ROM). Jaén: Delegación Provincial de Educación de Jaén y Universidad de Jaén.

    Google Scholar 

  • Casa, S., & Moore, P. (2008). The Andalusian Bilingual Sections Scheme: Evaluation and consultancy. International CLIL Research Journal, 1(1), 36–46.

    Google Scholar 

  • Cenoz, J., Genesee, F., & Gorter, D. (2013). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics (2013), 1–21.

    Google Scholar 

  • Cummins, J. (1999). BICS and CALP: Clarifying the distinction (Report No. ED438551). Washington, DC: ERIC Clearinghouse on Languages and Linguistics

    Google Scholar 

  • Denzin, N. K. (Ed.). (1970). Sociological methods: A source book. Chicago: Aldine.

    Google Scholar 

  • Doiz, A., & Lasagabaster, D. (2017). Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1? Language and Education. https://doi.org/10.1080/09500782.2017.1290102

    Article  Google Scholar 

  • European Commission. (2012). Special Eurobarometer 386: Europeans and their languages. Available at http://ec.europa.eu/commfrontoffice/publicopinion/archives/ebs/ebs_386_en.pdf

  • Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the Madrid autonomous community bilingual project. In Y. Ruiz De Zarobe et al. (Eds.), Content and foreign language integrated learning. Contributions to multilingualism in European contexts (pp. 103–127). Frankfurt-am-Main: Peter Lang.

    Google Scholar 

  • García Lopez, M., & Bruton, A. (2013). Potential drawbacks and actual benefits of CLIL initiatives in public secondary schools. In C. Abello-Contesse et al. (Eds.), Bilingual and multilingual education in the 21st century. Building on experience (pp. 256–272). Bristol: Multilingual Matters.

    Chapter  Google Scholar 

  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.

    Google Scholar 

  • Hughes, S. (2010). The effectiveness of bilingual education: A case study. Paper presented at the 25th GRETA Convention: Celebrating 25 Years of Teacher Inspiration, University of Granada.

    Google Scholar 

  • Junta de Andalucía. (2005). Plan de Fomento del Plurilingüismo en Andalucía. Sevilla: Junta de Andalucía Available from: http://www.juntadeandalucia.es/boja/boletines/2005/65/d/5.html. Accessed 31/03/2017.

    Google Scholar 

  • Junta de Andalucía. (2017). Plan Estratégico de Desarrollo de las Lenguas en Andalucía. Available from: http://www.juntadeandalucia.es/educacion/webportal/abaco-portlet/content/462f16e3-c047-479f-a753-1030bf16f822. Accessed 31/03/2017.

  • Lancaster, N. (2016). Stakeholder perspectives on CLIL in a monolingual context. English Language Teaching, 9(2), 148–177.

    Article  Google Scholar 

  • Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17.

    Google Scholar 

  • Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375.

    Article  Google Scholar 

  • Lorenzo, F. (2010) CLIL in Andalusia. Lasagabaster, D. Ruiz De Zarobe, Y. CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne: Cambridge Scholars Publishing, 2–11.

    Google Scholar 

  • Lorenzo, F., Casal, S., & Moore, P. (2009a). The effects of Content and Language Integrated Learning in European education: Key findings from the Andalusian bilingual sections evaluation project. AppliedLinguistics, 31(3), 418–442.

    Google Scholar 

  • Lorenzo, F., Casal, S., Moore, P., & Afonso, Y. M. (2009b). Bilingüismo y educación. Situación de la red de centros bilingües en Andalucía. Sevilla: Fundación Centro de Estudios Andaluces.

    Google Scholar 

  • Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins Publishing Company.

    Book  Google Scholar 

  • Madrid, D., & Hughes, S. (Eds.). (2011). Studies in bilingual education. Frankfurt-am-Main: Peter Lang.

    Google Scholar 

  • Marsh, D., & Langé, G. (Eds.). (2000). Using languages to learn and learning to use languages. Jyväskylä: University of Jyväskylä.

    Google Scholar 

  • Pérez Cañado, M. L. (2011). The effects of CLIL within the APPP: Lessons learned and ways forward. In R. Crespo & M. García De Sola (Eds.), Studies in honour of ÁngelesLinde López (pp. 389–406). Granada: Universidad de Granada.

    Google Scholar 

  • Pérez Cañado, M. L. (2012). CLIL research in Europe: Past, present and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341.

    Article  Google Scholar 

  • Pérez Cañado, M. L. (2015). Training teachers for plurilingual education: A Spanish case study. In D. Marsh et al. (Eds.), CLIL in action: Voices from the classroom (pp. 165–187). Newcastle upon Tyne: Cambridge Scholars Publishing.

    Google Scholar 

  • Pérez Cañado, M. L. (2016a). Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266–295.

    Article  Google Scholar 

  • Pérez Cañado, M. L. (2016b). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202–221.

    Article  Google Scholar 

  • Pérez Cañado, M. L. (2016c). Evaluating CLIL programmes: Instrument design and validation. Pulso. Revista de Educación, 39, 79–112.

    Google Scholar 

  • Pérez Cañado, M. L. CLIL and pedagogical innovation: Fact or fiction? Language and Education. (in press)

    Google Scholar 

  • Pérez Cañado, M. L. Common CLIL (mis)conceptions: Setting the record straight. The Language Learning Journal. (forthcoming)

    Google Scholar 

  • Rubio Mostacero, M. D. (2009). Language teacher training for non-language teachers: Meeting the needs of Andalusian teachers for school plurilingualism projects. Design of a targeted training course. Jaén: Universidad de Jaén.

    Google Scholar 

  • Ruiz Gómez, D. A. (2015). A practical approach to CLIL in L2 content-based courses: Methodological guidelines for the Andalusian bilingual classroom. In D. Marsh et al. (Eds.), CLIL in action: Voices from the classroom (pp. 14–30). Newcastle upon Tyne: Cambridge Scholars Publishing.

    Google Scholar 

  • Tobin, N. A., & Abello-Contesse, C. (2013). The use of native assistants as language and cultural resources in Andalusia’s bilingual schools. In C. Abello-Contesse et al. (Eds.), Bilingual and multilingual education in the 21st century. Building on experience (pp. 231–255). Bristol: Multilingual Matters.

    Google Scholar 

  • Vez, J. M. (2009). Multilingual education in Europe: Policy developments. Porta Linguarum, 12, 7–24.

    Google Scholar 

Download references

Acknowledgements

This work was supported by the Spanish Ministry of Economy and Competitiveness, under Grant FFI2012-32221, and by the Junta de Andalucía, under Grant P12-HUM-23480. We would also like to thank the school management and the cohorts who participated in the study.

Author information

Authors and Affiliations

  1. University of Jaén, Jaén, Spain

    María Luisa Pérez Cañado

Authors
  1. María Luisa Pérez Cañado
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to María Luisa Pérez Cañado .

Editor information

Editors and Affiliations

  1. Faculty of Applied Linguistics, University of Warsaw, Warsaw, Poland

    Piotr Romanowski

  2. Institute of English, University of Wrocław, Wrocław, Poland

    Małgorzata Jedynak

Proyecto MON-CLIL: Los Efectos del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras en Comunidades Monolingües: Un Estudio Longitudinal

Proyecto MON-CLIL: Los Efectos del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras en Comunidades Monolingües: Un Estudio Longitudinal

1.1 Interview Protocol

1.1.1 Teachers

1) L2 Use in Class

  • Do you consider your level of English adequate to participate in a bilingual program?

  • To what extent would you say you use English in class? Can you give a rough percentage?

  • Do you think your students’ level of English has improved as a result of their participation in a bilingual program?

  • Do you think your students’ mastery of the contents taught through English has improved as a result of their participation in a bilingual program?

  • Do you think your students are participative in class and do they use English to do so?

2) L2 Development in Class: Discursive Functions

For which discursive functions do you chiefly use English in class: transmissive or interactional?

  • EXAMPLES: Giving instructions

  • Presenting the topic

  • Transmitting contents

  • Doing activities

  • Solving doubts and explaining difficulties

  • Asking questions

  • Correcting tasks

  • Consolidating and reviewing knowledge

  • Classroom management and organization

  • Interacting with students/teachers

  • Applying and transferring knowledge to other situations

  • Providing feedback

3) Competence Development in Class

Which competencies –linguistic, intercultural, and generic- do you consider you develop in class?

  • EXAMPLES: Oral comprehension

  • Written comprehension

  • Oral production

  • Written production

  • Oral communicative interaction (listening + speaking)

  • Written communicative interaction (reading + writing)

  • Critical thinking

  • Creativity

  • Learner autonomy

  • Metalinguistic awareness

  • Intercultural awareness

4) Methodology and Types of Groupings

Which methodologies, types of groupings, and activities do you employ in class? Would you say they are traditional or innovative / teacher-fronted or student-centered / deploy higher-rank or lower-order cognitive processes?

  • EXAMPLES: Task-based language teaching

  • Project-based learning

  • Cooperative learning

  • The lexical approach

  • CEFR

  • ELP

  • Lockstep lecturing

  • Group work

  • Pair work

  • Autonomous work

  • Open vs. single-answer activities

  • Activities which involve memorizing, understanding, and applying vs. those which entail analyzing, evaluating, and creating

5) Materials and Resources

Which materials and resources do you use in class?

  • EXAMPLES: Authentic materials

  • Adapted materials

  • Originally designed materials

  • Textbooks

  • Specific software

  • Online resources

  • Blogs

  • Wikis

  • Webquests

  • Electronic whiteboards

  • e-Twinning

6) Coordination and Organization

  • Are you developing the integrated curriculum for languages?

  • Is there sufficient communication and coordination between the teachers involved in the bilingual program? And with the bilingual coordinator?

  • Do you receive enough support from the school and the educational authorities?

7) Evaluation

How do you carry out evaluation in class? Which instruments and criteria do you use? What importance do you award to linguistic aspects (L2) and to subject content? Which aspects have greater weight in the final grade? What percentage of the grade do you give to each of them?

  • EXAMPLES: Holistically / formatively /summatively / in a diversified way

  • In English and Spanish

  • Prioritizing content knowledge/ language competence

  • Emphasizing oral/written aspects

  • Fostering self-assessment (e.g., through the European Language Portfolio)

8) Teacher Training and Mobility

Do you think you have sufficient training to participate successfully in a bilingual program?

In which training /mobility initiatives have you participated?

In which do you think you would benefit from participating?

  • EXAMPLES: Language upgrade courses

  • Methodological courses

  • Exchange programs

  • Study/research licenses

  • In which CLIL aspects do you require more training?

  • EXAMPLES: Theoretical underpinnings of LCIL

  • Your regional plan for the promotion of plurilingualism

  • Linguistic aspects

  • Intercultural aspects

  • Student-centered methodologies

  • ICT use

  • Classroom research

  • Research outcomes into the effects of CLIL

9) Motivation and Workload

  • Does participating in a bilingual program entail a greater workload?

  • Is it worth it? Are you more motivated?

  • Do you think your students are more motivated as a result of partaking in a bilingual program?

10) Overall Appraisal

  • Which are, in your opinion, the chief difficulties which your school has encountered in the successful implementation of the bilingual program?

  • And its most outstanding strengths?

  • What is your overall appraisal of the program?

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Pérez Cañado, M.L. (2018). The Evolution of Bilingual Education in Monolingual Contexts: An Andalusian Case Study. In: Romanowski, P., Jedynak, M. (eds) Current Research in Bilingualism and Bilingual Education. Multilingual Education, vol 26. Springer, Cham. https://doi.org/10.1007/978-3-319-92396-3_12

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-92396-3_12

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-92395-6

  • Online ISBN: 978-3-319-92396-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation