BILINGUAL EDUCATION IN SPAIN & SWEDEN.
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History & development, sociocultural need for, laws, implementation, objectives, instruction models, role of parents.... More...
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Paper Abstract:
History & development, sociocultural need for, laws, implementation, objectives, instruction models, role of parents.
Paper Introduction:
BILINGUAL EDUCATION PROGRAMS IN
SPAIN AND SWEDEN
Introduction
This research examines bilingual education programs in Spain and Sweden. These programs are described, and program implementations are discussed.
Bilingual Education in Spain
Bilingual education programs in Spain must be considered in both national and international contexts. At a national level, bilingual education programs in Spain are a part of that country's policies addressing the needs and demands of ethnic population groups such as the Basques and the Catalans (Beardsmore, 1993, pp. 197-208). As a member state of the European Community, however, bilingual education programs in Spain represent
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Bilingual Education in Spain Bilingual education programs needs and demands of ethnic population groups such as theBasques European Commission requiring the development secondary school level Beardsmore pp Choice of language Castilian as the language ofinter-Spanish by enabling universitystudents in one member state to their own country aretaught through the medium of Two bilingual education programs are conducted in Spain bilingual education programs are intended toreinforce cultural identity teaching of the country's largeGypsy population fact that causes bilingual education programs designed toreinforce these minority in Petherbridge-Hernandez and Raby pp The Franco regime suppressed government businesswas conducted in Castilian throughout Penalties for noncompliance with the language lawsincluded imprisonment and government was reintroduced into Spain in upon thedeath of Franco Autonomy of mandateprograms for the attainment of full equity the language of instruction Catalan as the efforts were supported by thegeneral use of provided for higher level students Spain in the s regional languages may be taughtoutside of the home region of are not addressed inthe country's bilingual education policies promoted both in Castile and in each of the autonomousregions Sweden however has a long members of such ethnic populationgroups Porter p amongmulticultural societies for its unswerving commitment instruction in the language spoken mostfrequently in major effort to address the Turks andGermans Several dozen other ethnic groups are instructional programs in Sweden adhere to receive instruction intheir home languages These the mainstream model Porter p Inmainstream model plus home language model Porter p In instructiondesigned to teach their home languages however these Porter p Languageminority students receive is received in Swedish classrooms where the language ofinstruction and percenthome language-based instruction The fourth bilingual education model in begins in the fourth grade students Parents of language minority model Theobjective of these parents education models Parents language minority students who while at home would become only semilingual in eachof the the United States Many educational researchers inboth the mid s however provided three through six Approximately one-fifth of the thestudents were enrolled in composite schooling programs The study foundthat third gradelevel but that composite bilingual education programs in Spain and Sweden educationprograms in Sweden are similar to Spanish bilingual education programs are characterized by concurrentlearning of European models of bilingual The use of first and second languages minority language groups in the new Europe R P Forked tongue New York Basic Books Acquisition of literacy under linguistic education programs in Spain andSweden These programs in Spain are a part a part of that country's is the development of competencyin in Catalonia the Spanish bilingual communication The ERAMUS program promoted program students during their studies for member statesof the European Community Vila pp The programs address the needs Catalanlanguages Tarrow pp The Spanish bilingual Petherbridge-Hernandez and Raby pp Each of Basques began in thelate-nineteenth century the firstlanguages of the two regions During the Franco era radio broadcasts were requiredto be in Castilian Church sermons were usedin classrooms Both the Basque and the Catalan communities of regionallanguages soon followed the change in government Both the inCatalonia Schools in the Basque Region adopted by more than percent of the schools in the specialmaterials to promote the learning of the languages right to promote the first language of the region on experiencingsignificant levels of immigration from both Africa and Latin instances where links exist between cultural identity andterritorial identity within subject to the language and bilingual educationalpolicies ensure a parallelcommand of both Swedish and the first languages themainstream of national life and to preserve minority group in the country Porter p The residents of Sweden are immigrants thus the the minority group population in Sweden however addresses the needs of all amount of time minority group students areseparated a percent integration with Swedish students Complete integration of language and receive no specialassistance in learning regular Swedish classrooms This model provides languageminority students with from third model of bilingual education in the Swedish in composite schooling at thebeginning of their the sixth grade the ratio in their home languagesduring the first three years the sixth grade Swedish language-based instruction accountsfor percent Porter p Parents of approximately percent three-fifths oflanguage minority students in Sweden most frequently by aconcern that students exposed only to also is used as thejustification for the model oflanguage minority students into majority language performance of a sample of Finnish immigrantstudents enrolled enrolled in either mainstream or mainstream study found further that thelanguage the instructional approach most likely to producemaximum proficiency by motivations toprovide cultural support for minority population groups learning performance and languageproficiencies of students the home language of the student to varyingextends depending Practice theory and development Journal education Some Scottish-Catalan comparisons Comparative Education century transformations in Catalonia and the and the Basque Region of Spain International of Multilingual and Multicultural Development BILINGUAL EDUCATION PROGRAMS IN SPAIN in Spain must be considered in bothnational and and the Catalans Beardsmore pp As a memberstate oflinguistic competence at the secondary school level through the languages is left to the communication and either French or English student choice complete some of their studies at auniversity in a language other than their first language to address theneeds of minority in the Basque Autonomous Region and Catalonia in its first language Mar-Molinero p TheCatalans and the cultures to be unpopular with the Spanish all manifestations of nationalism in theBasque region and Catalonia Spain Street and store signs in theBasque Region heavy monetary fines School teachers weredismissed Petherbridge-Hernandez and Raby pp Agovernment policy providing between Castilian and Basque inthe language orinstruction or to adopt bilingual Basque and Catalan in the mass media of the is a federal state that incorporates autonomousregions Mar-Molinero p Each the language Only Castilian may be taught and Minority language rights inSpain are recognized through the country's Bilingual Education in Sweden Sweden's accession to membership history thatpredates the European Community programs Dutcher pp Swedenestablished a The principal objectives of bilingualeducation program to human rightsissues particularly to their homes Porter p This requirement appliesalso to special languageneeds of a large represented in the Swedishpopulation in oneof four models Porter p The essential models lie along a continuum ranging fromcomplete integration with schooling language minority students receive mainstream plus home language schooling languageminority students receive both students receive nospecial assistance in instruction in classrooms separate from is Swedish The ratio of home language instruction to the Swedish educational systemis the language shelter In the fourth grade percent ofthe instruction for language shelter students in Sweden have the right tochoose which of the in selecting the mainstream model is the rapidassimilation of their select one of the bilingualmodels in languages as opposed to becoming proficient in both Sweden and the United States contend however that some support forthe bilingual educational approach Toukomaa students in the sample received instructionthrough the language the students regardless of program type generally schooling programs produced the best outcomessubsequent to These programs were described and program implementations those found in the United States in three languages while the bilingual education education Language culture and curriculum in primary education Washington The Journal of Multilingual and Multicultural Education Inc Publishers Tarrow N December Language culture and minority conditions Singapore SEAMEO Regional Language Centre Vila are described and program implementations arediscussed of that country's policiesaddressing the efforts to comply with thedirective of the three languages in students at the educationpolicy promotes Catalan as the first by theEuropean Commission promotes European integration at a university outside of to successfully implement bilingual programsthrough the LINGUA program of the Basquesand the Catalans These educationpolicy however makes no provision for the these population groups is also characterized by strong nationalistsentiments a and lasted until the advent of the Francodictatorship all officialgovernment records were maintained in Castilian and all however were allowed to be deliveredin Basque and Catalan establishedclandestine language education programs for their student populations Democratic Catalan Statuteof Autonomy of and the Basque Statute of and Catalonia were permitted to adoptCastilian as Basque Regionand Catalonia The bilingual education in early childhoodeducation Petherbridge-Hernandez and Raby pp Immersionprograms are an equalbasis with Castilian however none of the America Thelanguage problems of these immigrant groups however Spain The Castilian language by contrast isprotected and promulgated by the European Commission Mar-Molinero pp Bilingual education in of ethnic population groupsresiding within the country for all child ethnic pride and minoritycultures Porter p Sweden has distinguished itself Swedish bilingual education program requires that all languageminority children receive bilingual educationprogram in Sweden represents a Other immigrant groupsof substantial size are Slavs Danes Norwegians Greeks of these ethnic groups The bilingual education from Swedish majority group children to minority students with Swedishstudents occurs in the Swedish language The second model is the mainstream four-to-five hours per week of educationalsystem is the composite schooling model educational programs The remaining percent of theinstruction is percent Swedish language-based instruction of school Instruction in the Swedishlanguage of the instruction received by these ofthe language minority students in Sweden opt for the mainstream however are enrolled in one of thebilingual Swedish while at school and primarilytheir native languages of separate instructional programs for languageminority students in classrooms A study reported in in Swedish schools in grades plushome language programs and somewhat less than one-half percent of shelter program produced the best results through the in both languages SummaryThis research examined native to thecountry By contrast the underlying objectives for bilingual from immigrant groups residing in the country The upon the instructional model selected ReferencesBeardsmore H B An overview of Multilingual and Multicultural Development Dutcher N Mar-Molinero C Linguistic nationalism and Ukraine Ethnic implications in education Comparative Education Review Porter Journal of Early Childhood Toukomaa P April AND SWEDEN Introduction This research examines bilingual international contexts At a national level bilingualeducation programs of the European Community however bilingual education programs inSpain represent LINGUAprogram Beardsmore pp One objective of the LINGUA program discretion of theindividual states Thus as a language of wider another member state Within the ERAMUS The ERAMUS program thus creates an additional incentive population groups Grant and Docherty pp also an autonomous region and to revitalize the Basque and Basques however represent the largest populationminorities in Spain majoritypopulation Cultural renaissance for the Catalans and the including the teaching of or teaching and Catalonia as well as all from their positions if the Basque or Catalan languages for the normalization of the use Basque Autonomous Region and between Castilian and Catalan instructional programs Petherbridge-Hernandez and Raby pp Bilingual instructional programswere two regions The Basque and Catalan bilingual education programs provide of these regions is granted thelinguistic must be taught across Spain Spain is in the s bilingual education policiesonly in those in the European Community means thatthe country is now bilingual education program in to in Sweden are to bring minority populations into the goal of preserving the language and culture ofeach both day-care and preschool classes Approximately one-eighth ofthe segment of the country's population Finns account for percent of smaller numbers The country's bilingual education program differences betweenthese models are based on the Swedish students to a program that begins with instructionalong with Swedish students in regular classrooms mainstream instruction and home languageinstruction in learning the Swedish language The Swedishstudents for percent of the school day Swedishlanguage instruction changes gradually and by the end of model Porter p Language minoritystudents receive percent of their instruction model students is in the Swedishlanguage By four models in instruction in which their children willbe enrolled children into Swedish society About which to enroll their children are motivated languages Porter p The concept of semilingualism persuasiveevidence that semilingualism will be an outcome of the mainstreaming pp This studyexamined the academic shelter model instruction while approximately one-third of the students were had poor readingskills in both Finnish and Swedish The third grade-level instruction Parallel second languageteaching was recommend as were discussed Bilingual education programs in Spain are characterized in thatthe programs are designed to enhance the programs inSweden emphasize Swedish and Beardsmore H B European models of bilingual education World Bank Grant N Docherty F J Language policy and Petherbridge-Hernandez P Raby R L February Twentieth early childhood education in Catalonia I Bilingual education in the Basque country Journal Bilingual Education in Spain Bilingual education programs needs and demands of ethnic population groups such as theBasques European Commission requiring the development secondary school level Beardsmore pp Choice of language Castilian as the language ofinter-Spanish by enabling universitystudents in one member state to their own country aretaught through the medium of Two bilingual education programs are conducted in Spain bilingual education programs are intended toreinforce cultural identity teaching of the country's largeGypsy population fact that causes bilingual education programs designed toreinforce these minority in Petherbridge-Hernandez and Raby pp The Franco regime suppressed government businesswas conducted in Castilian throughout Penalties for noncompliance with the language lawsincluded imprisonment and government was reintroduced into Spain in upon thedeath of Franco Autonomy of mandateprograms for the attainment of full equity the language of instruction Catalan as the efforts were supported by thegeneral use of provided for higher level students Spain in the s regional languages may be taughtoutside of the home region of are not addressed inthe country's bilingual education policies promoted both in Castile and in each of the autonomousregions Sweden however has a long members of such ethnic populationgroups Porter p amongmulticultural societies for its unswerving commitment instruction in the language spoken mostfrequently in major effort to address the Turks andGermans Several dozen other ethnic groups are instructional programs in Sweden adhere to receive instruction intheir home languages These the mainstream model Porter p Inmainstream model plus home language model Porter p In instructiondesigned to teach their home languages however these Porter p Languageminority students receive is received in Swedish classrooms where the language ofinstruction and percenthome language-based instruction The fourth bilingual education model in begins in the fourth grade students Parents of language minority model Theobjective of these parents education models Parents language minority students who while at home would become only semilingual in eachof the the United States Many educational researchers inboth the mid s however provided three through six Approximately one-fifth of the thestudents were enrolled in composite schooling programs The study foundthat third gradelevel but that composite bilingual education programs in Spain and Sweden educationprograms in Sweden are similar to Spanish bilingual education programs are characterized by concurrentlearning of European models of bilingual The use of first and second languages minority language groups in the new Europe R P Forked tongue New York Basic Books Acquisition of literacy under linguistic education programs in Spain andSweden These programs in Spain are a part a part of that country's is the development of competencyin in Catalonia the Spanish bilingual communication The ERAMUS program promoted program students during their studies for member statesof the European Community Vila pp The programs address the needs Catalanlanguages Tarrow pp The Spanish bilingual Petherbridge-Hernandez and Raby pp Each of Basques began in thelate-nineteenth century the firstlanguages of the two regions During the Franco era radio broadcasts were requiredto be in Castilian Church sermons were usedin classrooms Both the Basque and the Catalan communities of regionallanguages soon followed the change in government Both the inCatalonia Schools in the Basque Region adopted by more than percent of the schools in the specialmaterials to promote the learning of the languages right to promote the first language of the region on experiencingsignificant levels of immigration from both Africa and Latin instances where links exist between cultural identity andterritorial identity within subject to the language and bilingual educationalpolicies ensure a parallelcommand of both Swedish and the first languages themainstream of national life and to preserve minority group in the country Porter p The residents of Sweden are immigrants thus the the minority group population in Sweden however addresses the needs of all amount of time minority group students areseparated a percent integration with Swedish students Complete integration of language and receive no specialassistance in learning regular Swedish classrooms This model provides languageminority students with from third model of bilingual education in the Swedish in composite schooling at thebeginning of their the sixth grade the ratio in their home languagesduring the first three years the sixth grade Swedish language-based instruction accountsfor percent Porter p Parents of approximately percent three-fifths oflanguage minority students in Sweden most frequently by aconcern that students exposed only to also is used as thejustification for the model oflanguage minority students into majority language performance of a sample of Finnish immigrantstudents enrolled enrolled in either mainstream or mainstream study found further that thelanguage the instructional approach most likely to producemaximum proficiency by motivations toprovide cultural support for minority population groups learning performance and languageproficiencies of students the home language of the student to varyingextends depending Practice theory and development Journal education Some Scottish-Catalan comparisons Comparative Education century transformations in Catalonia and the and the Basque Region of Spain International of Multilingual and Multicultural Development
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