Abstract
Today, bilingual education (BE) in dominant languages is available in most European public education systems. Implemented in a variety of sociolinguistic contexts marked by different educational history, and strongly supported by European institutions, BE varies from models where all school subjects are taught through two languages to more partial models where the target language is used to teach only one or two subjects. The CLIL (content and language integrated learning) model is considered as a central instrument to achieve the European Union (EU) policy aims of plurilingualism. Yet on the pedagogical level, CLIL remains a weak form of BE when its main aim is to improve foreign language teaching (as is illustrated by France), as compared to contexts like Malta or the Aosta Valley where nearly the whole school system is bilingual. The Aosta Valley more specifically is a good example of how BE can benefit from clearer conceptualization of bilingualism and the bilingual subject and prevent the elitism inherent in programs based on a monoglossic ideology of strict language separation. Despite the popularity of the CLIL model in Europe several problems remain: the lack of an agreed definition of CLIL, the hegemony of the English language in CLIL programs, evaluation procedures not taking into account the specificity of the bilingual individual, and the need to rethink bilingual teacher education. Finally, beyond the ideological choices in Europe and on the other side of the Atlantic to differentiate BE models, researchers could benefit from a less divisive approach to content-based language instruction.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Beyond the acquisition of the “mother tongue.” Through a recent declaration (European Council, 2014, note 13), the term “mother tongue” has been replaced by the expression “main language(s) of instruction” while the most widely taught additional language(s) is referred to as second language. However, only official EU languages can be considered as “second languages.”
- 2.
White Paper on Education and Training. Teaching and Learning. Towards the learning Society.
http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf
- 3.
Conclusions of the presidency of the Barcelona European Council, 15–16 March 2002.
- 4.
- 5.
The European Council (http://www.european-council.europa.eu/home-page?lang=en) is an official institution of the EU not to be confused with the Council of Europe nor the Council for the EU also known as Council of Ministers. It defines the general political direction and priorities of the EU. With the entry into force of the Treaty of Lisbon on 1 December 2009, it became a EU institution. Its actual president is Donald Tusk.
- 6.
- 7.
- 8.
- 9.
This language can have different status: regional or minority or migrant, if these languages are part of the curriculum. In the case of foreign languages, for example, languages are considered first and foremost as school subjects.
- 10.
In this case, the languages can also have different status, but whatever their status, all languages are used as medium of learning alongside one another.
- 11.
We do not have enough space here to also address BE in multilingual states like Switzerland or Belgium.
- 12.
The BE model will be explained below.
- 13.
Mercator : http://www.mercator-research.eu See also the website of Laval university for more information on the sociolinguistic contexts of these programs : http://www.tlfq.ulaval.ca/axl
- 14.
European Survey on Language Competence (2012) www.surveylang.org (cf Malta report).
- 15.
These are exams in two languages which give European students a double diploma, Abibac which combines the German Abitur and the French Baccalaureate, ESABAC for the Italian Esame di Stato and the French Baccalaureate, and Bachibac for the Spanish Bachillerato and French Baccalaureate. For more information see http://www.education.gouv.fr/
- 16.
In other words, no such model exists for minority migrant languages, for example.
- 17.
A special website called EMILANGUES is dedicated to this teaching approach : http://www.emilangues.education.fr/
- 18.
Students enter European sections in lower secondary schools, but the program at that level is a preparation for CLIL with more hours of FLT.
- 19.
SELO: Section européenne et de langues orientales.
- 20.
In the EU 28 in 2012, English was still the most commonly studied foreign language at lower secondary level, with 97.1 % of pupils learning it, far ahead of French (34.1 %), German (22.1 %), and Spanish (12.2 %). The importance of English as a foreign language in the European Union is also confirmed by its No.1 position in nearly all member states. (cf. European Survey on Language Competences: www.surveylang.org).
- 21.
www.ec.europa.eu Languages, bilingual education.
References
Baetens Beardsmore, H. (1993). European models of bilingual education. Clevedon: Multilingual Matters.
Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon: Multilingual Matters.
Baker, C., & Prys-Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon: Multilingual Matters.
Beacco, J. C., Coste, D., van De Ven, P.-H., & Vollmer, H. (2010). Items for a description of linguistic competence in the language of schooling necessary for learning/teaching history (end of compulsory education): an approach with reference points. Strasbourg: Council of Europe.
Bertocchi, D. (1998). Educazione bi/plurilingue e integrazione linguistica. In M. Cavalli (Ed.), Pensare e parlare in più lingue – Esperienze di insegnamento e di formazione in Valle d’Aosta (pp. 67–96). Aosta: IRRSAE-Valle d’Aosta.
Budach, G., Erfurt, J., & Kunkel, M. (Eds.). (2008). Écoles plurilingues-Multilingual Schools: Konzepte, Institutionen und Akteure. Frankfurt: Internationale Perspektiven. Peter Lang.
Byram, M. (1993). Bilingual or Bicultural Education and the case of German Minority in Denmark. In H. Baetens Beardsmore (Ed.), European models of bilingual education (pp. 54–65). Clevedon: Multilingual Matters.
Camilleri, A. (1995). Bilingualism in education – The Maltese experience. Heidelberg: Julius Groos Verlag.
Camilleri Grima, A. (2013a). A select review of bilingualism in education in Malta. International Journal of Bilingual Education and Bilingualism, 16(5), 553–569.
Camilleri Grima, A. (2013b). Language in education in Malta. International Journal of Bilingual Education and Bilingualism, 16(5), 529–531.
Camilleri Grima, A. (2013c). Challenging code-switching in Malta. Revue française de linguistique appliquée, XVIII-2, 45–61.
Cavalli, M. (2005). Education bilingue et plurilinguisme – Le cas du Val d’Aoste. Didier: Collection LAL, CREDIF.
Cavalli, M., Coletta, D., Gajo, L., Matthey, M., & Serra, C. (2003). Langues, bilinguisme et représentations sociales au Val d’Aoste – Rapport de recherche, Introduction de B. PY, IRRE-VDA, Aoste.
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262.
Commission Européenne. (2008). Un défi salutaire – Comment la multiplicité des langues pourrait consolider l’Europe – Propositions du Groupe des Intellectuels pour le Dialogue Interculturel constitué à l’initiative de la Commission Européenne, Bruxelles.
Conseil de l’Europe et Région Autonome du Val d’Aoste. (2008). Profil de la politique linguistiques éducative – Vallée d’Aoste, Strasbourg http://www.coe.int/t/dg4/linguistic/Profils1_EN.asp#TopOfPage
Coste, D. (1994). Conceptualisation et alternance des langues. In D. Coletta, E. Nicco, & R. Tadiello (Eds.), Pensare in due lingue, Atti del convegno regionale, 16–17 settembre 1993. Aosta: IRRSAE-Val d’Aoste.
Coste, D. (2000). Immersion, enseignement bilingue et construction des connaissances. In J. Duverger (Ed.), Actualité de l’enseignement bilingue, Le français dans le monde (pp. 86–94). Hachette: Numéro spécial.
Coste, D., & Pasquier, A. (1992). Principes et Méthodologie. In Langues et savoirs – Due lingue per sapere, Matériaux pour un apprentissage bilingue à l’école primaire, Supplément à L’Ecole Valdôtaine 14.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Content and language integrated learning. Cambridge: Cambridge University Press.
Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins.
De Mejia, A. M. (2002). Power, prestige and bilingualism. International perspectives on elite bilingual education. Clevedon: Multilingual Matters.
Gajo, L. (dir.) (2005). Rapport d'évaluation des sections bilingues francophones en Pologne – enjeux et constats finaux – Réalisé à la demande de l'Ambassade de France en Pologne. Varsovie: Centralny Ośrodek Doskonalenia Nauczycieli.
Gajo, L., & Serra, C. (2000). Enseignement bilingue, didactique des langues et des disciplines: une expérience valdôtaine. In P. Martinez & S. Pekarek (Eds.), La notion de contact des langues en didactique, Notions en question 2 (pp. 165–178). Paris: Hatier.
Ganeva, G. (2008). Les écoles bilingues en Bulgarie. L’expérience d’un pays pionnier. Revue internationale d’éducation de Sèvres, 47, 83–90.
García, O. (2009). Bilingual education in the XX1st century. Blackwell: A Global Perspective.
García, O., & Li Wei (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan.
Grosjean, F. (2010). Bilingual. Life and reality. Cambridge: Harvard University Press.
Hélot, C. (2008a). “Mais d’où est-ce qu’il sort ce bilinguisme”. La notion de bilinguisme dans l’espace scolaire français. In G. Budach, J. Erfurt, & M. Kunkel (Eds.), Écoles plurilingues-Multilingual Schools: Konzepte (pp. 55–80). Frankfurt: Institutionen und Akteure. Internationale Perspektiven. Peter Lang.
Hélot, C. (2008b). Bilingual education in France: School policies versus home practices. In C. Hélot & A.-M. De Mejia (Eds.), Forging multilingual spaces: Integrating majority and minority bilingual education (pp. 203–227). Clevedon: Multilingual Matters.
Hélot, C., & Young, A. (2005). Language education and diversity: Policy and practice at primary level in France. Journal of Language, Culture and Curriculum, 18(3), 242–257.
Lambert, W. E. (1980). The social psychology of language. In H. Giles, W. P. Robinson, & P. M. Smith (Eds.), Language: Social psychological perspectives. Oxford: Pergamon.
Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64, 367–375.
Maljers, A., Marsh, D., & Wolff, D. (Eds.). (2007). Windows on CLIL. Content and language integrated learning in the European spotlight. Graz: ECML.
Marsh, D. (2002). CLIL/EMILE – The European dimension: Actions, trends and foresight potential. Brussels: The European Union.
Marsh, D., Maljers, A., & Hartiala, A.-K. (2001). Profiling European CLIL classrooms – Languages open doors. Jyväskylä: University of Jyväskylä.
Mehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. International CLIL Research Journal, 1, 93–119: http://www.mercator-research.eu.
Py, B. (1997). Education bilingue et alternance des langues: la négociation du code en contexte scolaire. L’école valdôtaine, 36, 53–57.
Py, B. (2003). Introduction. In M. Cavalli, et al. (Eds.), Langues, bilinguisme et représentations sociales au Val d’Aoste – Rapport final (pp. 15–33). Aosta: IRRE-VDA.
Sciriha, L. (2013). Maltese – The Maltese language education in Malta, MERCATOR, Regional dossiers series. www.mercator-research-eu/fileadmin/mercator/dossiers_pdf/maltese_in_Malta.pd
Sciriha, L., & Vassallo, M. (2006). Living languages in Malta. Malta: IT Printing.
Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. London: Taylor and Francis.
Søndergaard, B. (1993). The problem of pedagogy versus ideology: The case of a Danish-German bilingual school-type. In H. Baetens Beardsmore (Ed.), European models of bilingual education (pp. 66–85). Clevedon: Multilingual Matters.
Weber, J.-J. (2009). Multilingualism, education and change. Frankfurt: Peter Lang.
Weber, J.-J. (2014). Flexible multilingual education: Putting children’s needs first (New perspectives on language and education). Bristol: Multilingual Matters.
Zirotti, J. P. (2006). Enjeux sociaux du bilinguisme à l’école. Langage et Societe, 116, 73–92.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this entry
Cite this entry
Hélot, C., Cavalli, M. (2017). Bilingual Education in Europe: Dominant Languages. In: García, O., Lin, A., May, S. (eds) Bilingual and Multilingual Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02258-1_26
Download citation
DOI: https://doi.org/10.1007/978-3-319-02258-1_26
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02257-4
Online ISBN: 978-3-319-02258-1
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education