Bilingualism Policies and Bilingual Education Programs in European Countries: The Example of Belgium

Yıl 2024, Cilt: 11 Sayı: 2, 60 - 74

Bekir İnce

https://doi.org/10.55246/turkophone.1383731

Öz

In our increasingly globalized world, bilingualism is essential. Europe emphasizes bilingualism with the recommendation that every European be fluent in two additional European languages besides their native tongue. Belgium is notably multilingual: 59% speak Flemish, primarily in the north; 40% speak French, mainly in the Walloon region; and a minority speaks German. In Brussels, both French and Flemish are prevalent. Most Belgian companies favor bilingual employees. The study's purpose is to examine bilingualism in Belgium, a multilingual hub and Europe's administrative center.This qualitative case study uses document analysis, observation, and interviews. The bilingual program at the 'L’athénée Léonie De Waha' secondary school in the Walloon region serves as the focus.In the Walloon and Brussels regions, several bilingual initiatives exist. Some Walloon schools employ the immersion method. Brussels has both French and Flemish schools, with many families choosing the latter for a bilingual edge. 75% of Brussels residents support bilingual education, leading some schools to adopt the immersion method. The Foyer Integration Center also offers multilingual programs for children, including non-Belgians.

Anahtar Kelimeler

Bilingualisme, Belgium, bilingualism policies

Teşekkür

Teşekkür

Kaynakça

• Allain, L. (2004). Meertalig onderwijs en etnografisch onderzoek in Brussel: twee uitzonderingen op de regel [Multilingual education and ethnographic research in Brussels: two exceptions to the rule.]. Taal, attitude en onderwijs in Brussel. Brusselse thema’s, 12, 145-182. Retrieved from https://www.briobrussel.be/node/7813
• Boury, J. (2008) Tweetalig onderwijs en immersie: Een exploratief onderzoek bij Franstalige ouders uit de Henegouwse taalgrensregio [Bilingual education and immersion: An exploratory study among French-speaking parents from the Hainaut language border region]. Universiteit Gent, Faculteit Pedagogische en Psychologisch e Wetenschappen.
• Briquet, R. (2006). L’immersion linguistique [Language immersion]. Tournai: Editions Labor.
• Candelier, M. (2005). Talensensibilisering – een Europese innovatie. In: Top, L., & De Smedt, H. (Red) (2005). Zin voor talen. Talensensibilisering en de taalportfolio in een meertalig onderwijs [A sense of language. Language awareness and the language portfolio in multilingual education]. (pp.21- 41). Antwerpen – Appeldoorn: Garant.
• Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0
• Cummins J., & M. Swain. (1986). Bilingualisme and education. London, Longman.
• Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe.
• Fagerberg, J., Srholec, M., & Knell, M. (2007). The competitiveness of nations: Why some countries prosper while others fall behind. World development, 35(10), 1595-1620. https://doi.org/10.1016/j.worlddev.2007.01.004
• Goorhuis-Brouwer, S., & de Bot, K. (2005). Heeft vroeg vreemdetalenonderwijs een negatief effect op de Nederlandse taalontwikkeling van kinderen? [Does early foreign language education have a negative effect on children's Dutch language development?]. Levende Talen Tijdschrift, 6(3), 8-17. Retrieved from https://lt-tijdschriften.nl/ojs/index.php/ltt/article/download/483/476
• Hamers, J. F., & Blanc, M. (2000). Bilinguality and bilingualism. Cambridge University Press
• Johnstone, R. A. (2002). The evolution of inaccurate mimics. Nature, 418(6897), 524-526. Retrieved from https://www.nature.com/articles/nature00845
• Mehisto, P., & Asser, H. (2007). Stakeholder perspectives: CLIL programme management in Estonia. International Journal of Bilingual Education and Bilingualism, 10(5), 683-701. https://doi.org/10.2167/beb466.0
• Merisuo-Storm, T. (2007). Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and teacher education, 23(2), 226-235. https://doi.org/10.1016/j.tate.2006.04.024
• Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. https://doi.org/10.2167/beb461.0
• Vandenbroucke, F. (2007). Talennota. De lat hoog voor talen in iedere school. Goed voor de sterken, sterk voor de zwakken [Language Note. The bar high for languages in every school. Good for the strong, strong for the weak]. Retrieved from https://repository.uantwerpen.be/desktop/irua
• Van de Craen, P., Mondt, K., Allain, L., & Gao, Y. (2007). Why and how CLIL works. An outline for a CLIL theory. Views, 16(3), 70-78. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/100251428/Why-and-How-CLIL-Works-2007-libre.pdf?1679736135