Exploring the Meaning of Bilingual Provision in the Further Education Sector in Wales

Autor/in	Davies, Laura Beth
Titel	Exploring the Meaning of Bilingual Provision in the Further Education Sector in Wales
Quelle	In: Research in Post-Compulsory Education, 27 (2022) 2, S.267-288 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davies, Laura Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2022.2042908
Schlagwörter	Bilingual Education; Continuing Education; Foreign Countries; Political Influences; Welsh; Public Policy; Teaching Methods; English; Language of Instruction; Language Planning; Instructional Materials; Evaluation Methods; Language Maintenance; Enrollment Trends; Teacher Attitudes; Language Attitudes; Check Lists; Institutional Characteristics; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Weiterbildung; Ausland; Political influence; Politischer Einfluss; Walisisch; Öffentliche Ordnung; Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; Teaching language; Unterrichtssprache; Sprachwechsel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachpflege; Lehrerverhalten; Sprachverhalten; Checkliste
Abstract	This paper explores the definition of 'bilingual provision' in vocational subjects in the Further Education sector in Wales, according to practitioners. The research is situated in the political context of the Welsh Government's policy of increasing the number of Welsh speakers to one million by 2050. The research is based on a sample of four different areas across Wales and draws on semi-structured interviews with staff in schools and Further Education colleges. The study explores to what extent there is a consistent definition of bilingual provision. In the context of the debate regarding flexible and separate bilingualism, the article analyses the following components: teaching materials, delivery, assessment and bilingual teaching methods. It finds that there is an inconsistency in the definition of bilingual provision in the FE sector, driven by an emphasis on learner choice of language medium. The paper argues that there is a need to move away from this emphasis on ad hoc learner choice and offering provision, towards conscious language planning which will increase the number of learners following provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01