BILINGUAL EDUCATION IN SPAIN & SWEDEN.   Term Paper ID:22230 Click to get this paper

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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 Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. 1 2). P. Street and store signs in theBasque Region and Catalonia, as well as all radio broadcasts were requiredto be in Castilian. Bilingual education in Sweden, however, has a long history thatpredates the European Community programs (Dutcher, 1982, pp. B. As a memberstate of the European Community, however, bilingual education programs inSpain represent a part of that country's efforts to comply with thedirective of the European Commission requiring the development oflinguistic competence at the secondary school level through the LINGUAprogram (Beardsmore, 1993, pp. Each of these regions is granted thelinguistic right to promote the first language of the region on an equalbasis with Castilian; however, none of the regional languages may be taughtoutside of the home region of the language. Inmainstream model schooling, language minority students receive instructionalong with Swedish students in regular classrooms, and receive no specialassistance in learning the Swedish language. An overview of European models of bilingual education. Only Castilian may be taught(and must be taught) across Spain. These models lie along a continuum ranging fromcomplete integration with Swedish students to a program that begins with a2 percent integration with Swedish students. Language minoritystudents receive 1 percent of their instruction in their home languagesduring the first three years of school. J. L. Thelanguage problems of these immigrant groups, however, are not addressed inthe country's bilingual education policies. (199 ). Complete integration of language minority students with Swedishstudents occurs in the mainstream model (Porter, 199 , p. 31-49).The Franco regime suppressed all manifestations of nationalism in theBasque region and Catalonia including the teaching of or teaching the firstlanguages of the two regions. The programs address the needs of the Basquesand the Catalans. Democratic government was reintroduced into Spain in 1975 upon thedeath of Franco (Petherbridge-Hernandez and Raby, 1993, pp. These programs are described, and program implementations arediscussed. Spain in the 199 s is a federal state that incorporates 17 autonomousregions (Mar-Molinero, 1994, p. Cultural renaissance for the Catalans and the Basques began in thelate-nineteenth century, and lasted until the advent of the Francodictatorship in 1939 (Petherbridge-Hernandez and Raby, 1993, pp. 86). By the sixth grade, Swedish language-based instruction accountsfor 7 percent of the instruction received by these students. Theobjective of these parents in selecting the mainstream model is the rapidassimilation of their children into Swedish society. (1993, February). During the Franco era, all officialgovernment records were maintained in Castilian and all government businesswas conducted in Castilian throughout Spain. (199 , December). 323). Linguistic nationalism and minority language groups in the "new" Europe. (1993). Swedenestablished a bilingual education program in 197 to ensure a parallelcommand of both Swedish and the first languages of ethnic population groupsresiding within the country for all child members of such ethnic populationgroups (Porter, 199 , p. 31-49). 1 3-12 ). The Swedish bilingual education program requires that all languageminority children receive instruction in the language spoken mostfrequently in their homes (Porter, 199 , p. 49-58). The use of first and second languages in primary education. One objective of the LINGUA program is the development of competencyin three languages in students at the secondary school level (Beardsmore,1993, pp. The third model of bilingual education in the Swedish educationalsystem is the composite schooling model (Porter, 199 , p. ReferencesBeardsmore, H. Bilingual Education in Spain Bilingual education programs in Spain must be considered in bothnational and international contexts. In mainstream plus home language schooling, languageminority students receive both mainstream instruction and home languageinstruction in regular Swedish classrooms. The principal objectives of bilingualeducation program in Sweden are to bring minority populations into themainstream of national life, and to preserve ethnic pride and minoritycultures (Porter, 199 , p. 1 2). Church sermons, however, were allowed to be deliveredin Basque and Catalan. The country's bilingual education program,however, addresses the needs of all of these ethnic groups. Journal of Multilingual and Multicultural Development, 14(1-2), 1 3-12 .Dutcher, N. New York: Basic Books, Inc., Publishers.Tarrow, N. Both the Catalan Statuteof Autonomy of 1979 and the Basque Statute of Autonomy of 1979 mandateprograms for the attainment of full equity between Castilian and Basque inthe Basque Autonomous Region, and between Castilian and Catalan inCatalonia. The study found further that thelanguage shelter program produced the best results through the third gradelevel, but that composite schooling programs produced the best outcomessubsequent to third grade-level instruction. Languageminority students receive instruction in classrooms separate from Swedishstudents for 6 percent of the school day in composite schooling at thebeginning of their educational programs. Singapore: SEAMEO Regional Language Centre.Vila, I. 31-49). Penalties for noncompliance with the language lawsincluded imprisonment and heavy monetary fines. 31-49). The ratio of home language instruction to Swedishlanguage instruction changes gradually, and by the end of the sixth grade,the ratio is 85 percent Swedish language-based instruction and 15 percenthome language-based instruction. Parents of language minority students in Sweden have the right tochoose which of the four models in instruction in which their children willbe enrolled (Porter, 199 , p. 1-69). This studyexamined the academic performance of a sample of 81 Finnish immigrantstudents enrolled in Swedish schools in grades three through six.Approximately one-fifth of the students in the sample received instructionthrough the language shelter model instruction, while approximately one-third of the students were enrolled in either mainstream or mainstream plushome language programs, and somewhat less than one-half (46 percent) of thestudents were enrolled in composite schooling programs. (1992). Parents language minority students who select one of the bilingualmodels in which to enroll their children are motivated most frequently by aconcern that students exposed only to Swedish while at school and primarilytheir native languages while at home would become only semilingual in eachof the languages as opposed to becoming proficient in both languages(Porter, 199 , p. Agovernment policy providing for the normalization of the use of regionallanguages soon followed the change in government. Other immigrant groupsof substantial size are Slavs, Danes, Norwegians, Greeks, Turks, andGermans. At a national level, bilingualeducation programs in Spain are a part of that country's policiesaddressing the needs and demands of ethnic population groups such as theBasques and the Catalans (Beardsmore, 1993, pp. The remaining 4 percent of theinstruction is received in Swedish classrooms where the language ofinstruction is Swedish. The Castilian language, by contrast, isprotected and promoted both in Castile and in each of the autonomousregions. Forked tongue. These bilingual education programs are intended toreinforce cultural identity in the Basque Autonomous Region and Catalonia(also an autonomous region), and to revitalize the Basque and Catalanlanguages (Tarrow, 199 , pp. Thus, in Catalonia, the Spanish bilingual educationpolicy promotes Catalan as the first language, Castilian as the language ofinter-Spanish communication, and either French or English (student choice)as a language of wider communication. 1 1). The Spanish bilingual educationpolicy, however, makes no provision for the teaching of the country's largeGypsy population in its first language (Mar-Molinero, 1994, p. 123-145). (1993). By contrast, the underlying objectives for bilingual educationprograms in Sweden are similar to those found in the United States, in thatthe programs are designed to enhance the learning performance and languageproficiencies of students from immigrant groups residing in the country.The Spanish bilingual education programs are characterized by concurrentlearning in three languages, while the bilingual education programs inSweden emphasize Swedish and the home language of the student to varyingextends depending upon the instructional model selected. Several dozen other ethnic groups are represented in the Swedishpopulation in smaller numbers. Twentieth- century transformations in Catalonia and the Ukraine: Ethnic implications in education. 197-2 8). Approximately one-eighth ofthe residents of Sweden are immigrants; thus, the bilingual educationprogram in Sweden represents a major effort to address the special languageneeds of a large segment of the country's population. 325). The ERAMUS program promoted by theEuropean Commission promotes European integration by enabling universitystudents in one member state to complete some of their studies at auniversity in another member state. (1982). Many educational researchers inboth Sweden and the United States contend, however, that persuasiveevidence that semilingualism will be an outcome of the mainstreaming oflanguage minority students into majority language classrooms. The essential differences betweenthese models are based on the amount of time minority group students areseparated from Swedish majority group children to receive instruction intheir home languages. Parents of approximately 4 percent ofthe language minority students in Sweden opt for the mainstream model. Language, culture, and curriculum, 6(3), 197-2 8.Beardsmore, H. 1 2). 31-49).Each of these population groups is also characterized by strong nationalistsentiments, a fact that causes bilingual education programs designed toreinforce these minority cultures to be unpopular with the Spanish majoritypopulation. Instruction in the Swedishlanguage begins in the fourth grade. Bilingual instructional programswere adopted by more than 6 percent of the schools in the Basque Regionand Catalonia. Within the ERAMUS program, students,during their studies at a university outside of their own country, aretaught through the medium of a language other than their first language.The ERAMUS program, thus, creates an additional incentive for member statesof the European Community to successfully implement bilingual programsthrough the LINGUA program. Sweden "has distinguished itself amongmulticultural societies for its unswerving commitment to human rightsissues, particularly to the goal of preserving the language and culture ofeach minority group in the country" (Porter, 199 , p. Journal of Multilingual and Multicultural Education, 15(4), 319-328.Petherbridge-Hernandez, P., & Raby, R. The second model is the mainstream plus home language model (Porter,199 , p. The study foundthat the students, regardless of program type, generally had poor readingskills in both Finnish and Swedish. (1994). Spain is, in the 199 s, experiencingsignificant levels of immigration from both Africa and Latin America. 1 1). In the fourth grade, 2 percent ofthe instruction for language shelter model students is in the Swedishlanguage. A study reported in the mid-198 s, however, provided some support forthe bilingual educational approach (Toukomaa, 1985, pp. 1 3). (1985, April). Choice of languages is left to the discretion of theindividual states. B. 1 2). Two bilingual education programs are conducted in Spain to address theneeds of minority population groups (Grant and Docherty, 1992, pp. 1 3-12 ). Both the Basque and the Catalan communities establishedclandestine language education programs for their student populations. 1-17). TheCatalans and the Basques, however, represent the largest populationminorities in Spain (Petherbridge-Hernandez and Raby, 1993, pp. About three-fifths oflanguage minority students in Sweden, however, are enrolled in one of thebilingual education models. Language, culture, and early childhood education in Catalonia and the Basque Region of Spain. Parallel second languageteaching was recommend as the instructional approach most likely to producemaximum proficiency in both languages. The concept of semilingualism also is used as thejustification for the model of separate instructional programs for languageminority students in the United States. European models of bilingual education: Practice, theory and development. Minority language rights inSpain are recognized through the country's bilingual education policiesonly in those instances where links exist between cultural identity andterritorial identity within Spain. SummaryThis research examined bilingual education programs in Spain and Sweden.These programs were described, and program implementations were discussed.Bilingual education programs in Spain are characterized by motivations toprovide cultural support for minority population groups native to thecountry. International Journal of Early Childhood, 22(2), 49-58.Toukomaa, P. 145-166;Vila, 1986, pp. Acquisition of literacy under linguistic minority conditions. Language policy and education: Some Scottish-Catalan comparisons. Immersionprograms are provided for higher level students. Journal of Multilingual and Multicultural Development, 7(2-3), 123-145. BILINGUAL EDUCATION PROGRAMS IN SPAIN AND SWEDEN Introduction This research examines bilingual education programs in Spain andSweden. The bilingual education efforts were supported by thegeneral use of Basque and Catalan in the mass media of the two regions. 1 3). The bilingual education instructional programs in Sweden adhere to oneof four models (Porter, 199 , p. Finns account for 45percent of the minority group population in Sweden. (1986). This model provides languageminority students with from four-to-five hours per week of instructiondesigned to teach their home languages; however, these students receive nospecial assistance in learning the Swedish language. Washington: The World Bank.Grant, N., & Docherty, F. 1 2). 1 2). Comparative Education Review, 37(1), 31-49.Porter, R. Schools in the Basque Region and Catalonia were permitted to adoptCastilian as the language of instruction, Catalan as the language orinstruction, or to adopt bilingual instructional programs (Petherbridge-Hernandez and Raby, 1993, pp. Bilingual Education in Sweden Sweden's accession to membership in the European Community means thatthe country is now subject to the language and bilingual educationalpolicies promulgated by the European Commission (Mar-Molinero, 1994, pp.319-328). School teachers weredismissed from their positions if the Basque or Catalan languages were usedin classrooms. Comparative Education, 28(2), 145-166.Mar-Molinero, C. This requirement appliesalso to both day-care and preschool classes. The fourth bilingual education model in the Swedish educational systemis the language shelter model (Porter, 199 , p. The Basque and Catalan bilingual education programs provide specialmaterials to promote the learning of the languages in early childhoodeducation (Petherbridge-Hernandez and Raby, 1993, pp. Bilingual education in the Basque country. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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