Factors, Processes and Outcomes of Early Immersion Education in the Francophone Community in Belgium

Autor/inn/en	Buyl, Aafke; Housen, Alex
Titel	Factors, Processes and Outcomes of Early Immersion Education in the Francophone Community in Belgium
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 2, S.178-196 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.866627
Schlagwörter	Foreign Countries; French; Immersion Programs; Outcomes of Education; Second Language Learning; Indo European Languages; Language Planning; Language of Instruction; Language Proficiency; German; English (Second Language); Second Language Instruction; Teaching Methods; Comparative Education; Preschool Education; Grammar; Vocabulary Development; Belgium; Germany; Sweden + Suchen Sie Ihr Suchwort? Ausland; Französisch; Immersionsprogramm; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Indoeuropäisch; Sprachwechsel; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Pre-school education; Vorschulerziehung; Grammatik; Wortschatzarbeit; Belgien; Deutschland; Schweden
Abstract	Although Belgium is characterized by a widespread consensus that a functional proficiency in the two major national languages, Dutch and French, as well as in English is desirable, educational provision to achieve such proficiency has long been constrained by an official language policy which mandates that education must be monolingual in Dutch, French or German. The last two decades, however, have witnessed an increased interest in bilingual education. In 1998, a legal framework was created for immersion education in the francophone part of the country, allowing for the use of Dutch, English or German as a medium of instruction from the age of five onwards. After an outline of the legal socio-political background, against which immersion education in Belgium is implemented, this paper describes structural and organizational features of early immersion education in the Francophone Community (FC), discusses pedagogical practices and reviews academic and linguistic outcomes. In addition, a study of the L2 development in one early English immersion school is presented. Results are compared to the L2 proficiency levels obtained in immersion preschools in Germany and Sweden. Outcomes are discussed in terms of the programme characteristics and of the challenges facing early immersion education in the FC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10