Understanding Foreign Language Education and Bilingual Education in Belgium: A (Surreal) Piece of Cake

Autor/inn/en	Mettewie, Laurence; Van Mensel, Luk
Titel	Understanding Foreign Language Education and Bilingual Education in Belgium: A (Surreal) Piece of Cake
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 5, S.639-657 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Mensel, Luk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1768211
Schlagwörter	Second Language Learning; Second Language Instruction; Content and Language Integrated Learning; Foreign Countries; Indo European Languages; Multilingualism; Bilingual Education; Language of Instruction; French; Educational History; Political Influences; Economic Factors; Educational Legislation; Official Languages; Geographic Regions; Elementary Secondary Education; Belgium + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; CLIL; Lernkonzept; Ausland; Indoeuropäisch; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Französisch; History of education; Bildungsgeschichte; Political influence; Politischer Einfluss; Ökonomischer Faktor; Bildungsrecht; Schulgesetz; Office language; Amtssprache; Belgien
Abstract	The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country's political and economic history, which has led to legal constraints concerning the language(s) of instruction as well as foreign language education. A paradoxical situation has now emerged: on the one hand, an apparently straightforward organisation of language education according to a 'one community -- one language' principle; on the other hand, a complex and heterogeneous reality with respect to the organisation of the school system in general and language education in particular. We illustrate the present situation with figures from the different language communities (Dutch-, French-, and German-speaking) on: (1) foreign languages learned at school in regular settings; and (2) alternatives to the regular framework that bypass the constrictive legislation, such as CLIL. The data reveal the intricate make-up of language education in Belgium, reflecting a tailor-made approach taken by each of the three official language communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01