European Journal of Language Policy

Multilingualism for Europeans, monolingualism for immigrants?

Towards policy-based inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL)

European Journal of Language Policy (2018), 10, (2), 203–228.

Abstract

This article sets out an argument in favour of policy-based provision for immigrant minority language (IM) students’ inclusion in and access to plurilingual Content and Language Integrated Learning (CLIL) programmes. First, it provides a summary of the research evidence on these students’ achievement in CLIL programmes, and the motivations underlying their families’ choice for these programmes. Next, after evaluating existing educational support provisions for immigrant minority language students, it is shown how CLIL programmes are capable of providing IM students with educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not. Finally, the article examines European and national policies in terms of the extent to which they facilitate or hamper the inclusion of immigrant minority language students in CLIL programmes.

Cet article document présente une argumentation en faveur d’une offre basée sur des politiques pour l’inclusion et l’accès des élèves immigrés de langue minoritaire aux programmes plurilingues d’apprentissage intégré du contenu et de la langue (EMILE/CLIL). D’abord, il fournit un résumé des données de recherche sur la réussite de ces élèves dans les programmes EMILE/CLIL, et les motivations sous-jacentes au choix de leurs familles pour ces programmes. Ensuite, après avoir évalué les mesures de soutien éducatif existantes pour les étudiants immigrés en langues minoritaires, il montre comment les programmes EMILE/CLIL sont capables d’offrir aux étudiants immigrés de langue minoritaire des opportunités éducatives et un soutien pédagogique efficace que ne peuvent pas offrir les programmes courants d’éducation monolingue et minoritaire bilingue. Enfin, le document examine les politiques européennes et nationales en termes de la mesure dans laquelle elles facilitent ou entravent l’inclusion des élèves immigrés appartenant à une minorité linguistique dans les programmes EMILE/CLIL.

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Somers, Thomas