About this paper

Appears in:
Pages: 853-857
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0353

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

BILINGUAL EDUCATION IN MAJORITY ENGLISH SPEAKING COUNTRIES: CASE STUDIES IN AUSTRALIA AND CANADA

S. Roy1, S. Smala2, K. Dooley3

1University of Calgary (CANADA)
2The University of Queensland (AUSTRALIA)
3Queensland University of Technology (AUSTRALIA)
In Canada, there are two official languages, French and English. However, the majority of the population speaks English. In recent years, especially in Alberta, a Western province, we have seen bilingual programs triple, especially for Spanish language bilingual education with a 50-50 curriculum focused. French immersion stays also in continuous demand in all provinces.

In Australia, the status of English as the world language is similar to Canada, and has led to a general decrease in modern language studies. However, there are also bilingual schools emerging such as Japanese immersion and French bilingual programs.

Our study therefore focused on understanding why people participate in intense language learning models that use a second language as the medium of instruction. We looked at who is participating and what languages are learned in these programs. We also wanted to understand how bilingual programs started, for what purposes and what kind of theoretical and pedagogical notions guided the implementation of these programs.

In this presentation, we will present some findings from the research project, with the lens of Bourdieu’s cultural and linguistic capitals theoretical framework. From interviews with administrations, teachers, and the analysis of documents that promote these programs, we will discuss how, who, when, for what purposes and the consequences of having new bilingual schools in these two countries.

We will argue that situational contexts guided by strong leaderships constitute key aspects of a successful program where students, in early years, can learn a second and additional language.
@InProceedings{ROY2017BIL,
author = {Roy, S. and Smala, S. and Dooley, K.},
title = {BILINGUAL EDUCATION IN MAJORITY ENGLISH SPEAKING COUNTRIES: CASE STUDIES IN AUSTRALIA AND CANADA},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0353},
url = {http://dx.doi.org/10.21125/inted.2017.0353},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {853-857}}
TY - CONF
AU - S. Roy AU - S. Smala AU - K. Dooley
TI - BILINGUAL EDUCATION IN MAJORITY ENGLISH SPEAKING COUNTRIES: CASE STUDIES IN AUSTRALIA AND CANADA
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0353
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 853
EP - 857
ER -
S. Roy, S. Smala, K. Dooley (2017) BILINGUAL EDUCATION IN MAJORITY ENGLISH SPEAKING COUNTRIES: CASE STUDIES IN AUSTRALIA AND CANADA, INTED2017 Proceedings, pp. 853-857.
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