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Takam, Alain Flaubert; Fassé, Innocent Mbouya – Language Policy, 2020
Cameroon, host to around 280 local languages, two European official languages (English and French) and Pidgin English, has been struggling since the 1960s to achieve official bilingualism for national unity and integration. This policy implies that each citizen should learn and use both official languages. The greatest means to implement this…
Descriptors: Bilingualism, Foreign Countries, English (Second Language), Second Language Learning
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Codó, Eva; Patiño-Santos, Adriana – Language Policy, 2018
The introduction of English and other foreign languages as media of instruction, which is generally referred to as content and language integrated learning (CLIL), has transformed the teaching experiences of a large number of educators. Yet their daily struggles and personally ambivalent stances have hardly been examined. This paper addresses this…
Descriptors: Language of Instruction, Course Content, Second Language Learning, Teaching Methods
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Pérez, América; Lorenzo, Francisco; Pavón, Víctor – Language Policy, 2016
Content and Language Integrated Learning (CLIL) has expanded all around the continent following European Council guidelines, favored by competence studies that identified educational systems as a strong determinant for second language gains and deficits. Over the years since the turn of the century, CLIL has gained the support of language policy…
Descriptors: Models, Bilingual Education Programs, Multilingualism, French
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Belhiah, Hassan; Elhami, Maha – Language Policy, 2015
This study explores the effectiveness of English as a medium of instruction (EMI) in the Arabian/Persian Gulf, with special focus on the situation in the United Arab Emirates. The study, undertaken at six universities located in major cities of Abu Dhabi, Dubai, Al Ain, Sharjah, Ajman, and Ras Al Khaimah, examines students' and teachers'…
Descriptors: English (Second Language), Second Language Learning, Bilingual Education, Semitic Languages
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Relaño Pastor, Ana María – Language Policy, 2015
This article analyzes how multilingual education in the Madrid region has been addressed through the medium of Spanish/English content and language integrated learning (CLIL) bilingual programs, widely implemented in public schools of this region in the last decade. By adopting a critical interpretive perspective (Tollefson in "Language…
Descriptors: Bilingualism, English (Second Language), Second Language Learning, Course Content