This 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.

Autorentext

Daniel Madrid is Professor of TEFL at the Faculty of Education of the University of Granada, giving EFL methodology courses for Primary and Secondary teachers. He has promoted and coordinated several student exchange programmes with European universities and has published a considerable number of articles, chapters and books on ELT. He has also produced a wide variety of teaching materials for primary and secondary education as well as university students, and has directed and carried out several research projects on various educational issues. Stephen Hughes has a PhD in Applied Linguistics from the University of Granada. His professional activities currently include secondary school management, language teaching and teacher training. His research interests include the application of quality management models in language education which originally stem from his role as coordinator of Quality Commissions in two secondary schools, his participation in the ECML QualiTraining project and his doctoral thesis on the identification of contextualised quality indicators in English language teaching.

Inhalt

Contents: 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.