Bilingual Education Programmes

Languages are taught separately.L1 and L2 are not interconnected.

L1 dissapears meanwhile L2 is promoted.

Use of L1 only the first years of the learner.Ends in a permanent monolingualism.Addressed to immigrants in order to facilitate the access to L2.

Students speak a minority language.Instruction is carried out in a majority L2.Cultural assimilation and monolingualism in the majority language.

L1 is maintained and L2 is added.L1 and L2 are not interconnected.

Tries to preserve the minority language during the acquisition of the majority language. Subjects are taught in two languages along with the cultural component.

Learning of two prestigious languages separated during the instruction.Language is seen as cultural or symbolic capital to be used on the market of social interaction.

High-status mother tongue children choose to be instructed through a foreign language (FL).Successful form of bilingualism.

From the very beginning of their education (pre-school level).

Starts at some point in elementary school.

Teaching up to 100% of the curriculum through the medium of a FL.

Teaching between 50-90% of the curriculum through the medium of a FL.

Plurilingualism and translanguaging.L1 and L2 are interconnected.

Strengthen the minority language when it has been suppressed.

"Heritage language immersion"Ethnolinguistic minorities who have experienced language shift away from thier heritage languages to fit their needs.When the language shift is radical, programs start at pre-school level.Incorpores local knowledge in school curricula.Indigenous communities.

Additive bilingualism.Offers minority language children instruction of their L1 (home) and the L2 (curriculum).

L1 and L2 are interconnected.Bilinguals addapt language to their need of communication.

Linguistic heterogenety (multilingualism of the students' social context).Two-way bilingual educational programmes or dual language programmes.

Multiple language interactions and practices.Linguistic interrelactionships that take place on different scales and space among multilingual speakers.Multiple multilingual education in a multimodal terrain.

Knowledge of a language becomes the means of learning content.Teaching and Learning curricular content through the use of an additional language.Language as a medium.Based on language acquisition rather than on language learning (language is seen or used in real-life situations).Fluency is more important than accuracy.Adapted to the diverse contexts of the European language diversity and policies through various models.

It is focused on fluency, not on accuracy.

Development of higher order thinking skills.

Develops:Self and others awareness.Identity.Citizenship.Intercultural understanding.

Students create their own knowledge and understanding as well as they develop their skills.