Bilingual Education in Europe

1. Bilingual Education in Europe Monika Dik�czov� Veronika Horniakov� Aneta Timoransk�

2. Bilingual education teaching of non language subjects through a foreign language the language of instruction in a�subject is other than language teaching itself

3. Aim of bilingual education practical filling of the ideal of the European plurilingualism mother tongue and two foreign languages

4. Basic types of bilingual education programmes Bilingual programmes in multilingual countries Bilingual programmes in monolingual countries Bilingual programmes- foreign language use alongside the students� mother tongue

5. Bilingual education programme models Transitional bilingual education Two-Way/Dual Language Immersion Dual Language bilingual education Late-Exit/Developmental bilingual education

6. Transitional bilingual education education in native language for no more than 3 years English-only classrooms as quickly as possible linguistic goal - English acquisition only

7. Two-Way/Dual Language Immersion helps native and non-native English speakers to become bilingual native English speakers benefit by learning a second language and English language learners are not segregated

8. Dual Language bilingual education two different ways: a variety of academic subjects are taught in the students� second language- specially trained bilingual teachers always answer in the second language students learn all of their academic subjects in the second language- content-based

9. Late-Exit/Developmental bilingual education education is in the child�s native language for an extended duration accompanied by education in English the goal is to develop literacy in the child�s native language first and transfer these skills to the second language

10. Languages employed in the bilingual programmes English- primary position in bilingual edu. bi- and multilingual countries (Switzerland and Luxemburg): German & French Countries offering a choice of several languages as a medium of instruction: Bulgaria, Croatia, Hungary, Poland, Russia, Ukraine

11. Main variables influencing any bilingual programme situational variables � concerning the environment or setting in which a school must operate outcome variables � concerning the aims and expectations of a bilingual programme operational variables � concerning the practical steps a school has to take to run a programme, e. g. define curriculum, find teachers, inform students and parents, decide on a working plan, etc.

12. The actual situation in Europe an increase in bilingual education the actual situation of the schools is very varied: starting age percentage of instruction in the foreign language number and level of classes and students involved length of programmes number of subjects chosen teachers employed forms of teacher training materials used

13. Problematic areas of bilingual education: teacher training material and methodology financial and moral support flexibility of the curriculum

14. BILINGUAL EDUCATION IN NETHERLANDS the greatest progress in the bilingual education since 1992 more than 100 bilingual schools of English, 300 bilingual schools of French

15. BILINGUAL EDUCATION IN FRANCE Bilingual classes first set up in the 1970�s additional classes in the collcges (secondary schools from the age of 11 to 14/15) 5 or 6 classes per week in the foreign language instead of the usual 3 or 4 teaching of Physical Education and Art partly or wholly in the foreign language

16. BILINGUAL EDUCATION IN GREAT BRITAIN 1978: The Commission of European Communities recommended teaching through the medium of more than one language 1988: ERA (Education Reform Act) - the study of one foreign language became compulsory for the five years of secondary education 1989: The Ministry advised the working group for National Curriculum English to keep in mind that English must continue to be the medium language

17. Materials lack of suitable resources (Spanish Geography textbooks unsuitable in style, content, layout) lack of statistical data, visual clues, maps and diagrams - often self-made teacher often resorts to translating English resources

18. Teachers limited supply of British teachers experienced and qualified in both, language and content subject, native speaker might lack expert knowledge in the subject area, non-native speaker might lack competence in the target language.

19. BILINGUAL EDUCATION IN GERMANY additional general language lessons to provide the necessary language skills in grades 5 and 6. starting in 7th grade, the bilingual subject taught in the foreign language and in the mother tongue in one additional lesson to make sure that the specific terms are understood. non-compulsory teachers must be qualified in both the foreign language and the subject area they are teaching

20. BILINGUAL EDUCATION IN FINLAND Bilingual education from 1989 1st foreign lg from 3rd year freedom in the choice of foreign language right to open one or more classes where are all subjects taught in a foreign language

21. BILINGUAL EDUCATION IN BULGARIA in 125 schools the students on B1/ B2 levels can choose at least 3 subjects which are taught with CLIL methodology Obstacles: lack of proficient teachers

22. Bibliography http://www.ecml.at/html/thematiccollections/BE/Expert.htm http://en.wikipedia.org/wiki/Bilingual_education http://www.britishcouncil.org/spain-education-bilingual-project http://www.unavarra.es/tel2l/eng/englwales.htm CLIL - plurilingvizmus a�bilingv�lne vzdel�vanie, S. Pokrivc�kov�, D. Laukov�, N. Vinohradsk�, M. Ill�ov�, Nitra 2008

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