Language Teaching and Bilingual Education Policies in Scotland and Andalusia: A Language-Use-Based Comparative Study

Autor/inn/en	Palacios-Hidalgo, Francisco Javier; Huertas-Abril, Cristina A.; Gómez-Parra, María Elena
Titel	Language Teaching and Bilingual Education Policies in Scotland and Andalusia: A Language-Use-Based Comparative Study
Quelle	In: Research in Comparative and International Education, 16 (2021) 2, S.140-159 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999211008660
Schlagwörter	Cross Cultural Studies; Foreign Countries; Second Language Learning; Second Language Instruction; Public Policy; Bilingual Education; Communicative Competence (Languages); Computational Linguistics; Multilingualism; Political Attitudes; Language Usage; Educational Policy; Policy Analysis; Language Planning; Policy Formation; Cultural Awareness; Teaching Methods; Comparative Education; Language of Instruction; Indo European Languages; English (Second Language); Rating Scales; Guidelines; Content and Language Integrated Learning; United Kingdom (Scotland); Spain + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Öffentliche Ordnung; Bilingual teaching; Bilingualer Unterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Linguistics; Computerlinguistik; Mehrsprachigkeit; Multilingualismus; Political attitude; Politische Einstellung; Sprachgebrauch; Politics of education; Bildungspolitik; Politikfeldanalyse; Sprachwechsel; Politische Betätigung; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Teaching language; Unterrichtssprache; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Rating-Skala; Richtlinien; CLIL; Lernkonzept; Spanien
Abstract	European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01