TY - JOUR
T1 - Understanding foreign language education and bilingual education in Belgium
T2 - a (surreal) piece of cake
AU - METTEWIE, Laurence
AU - Van Mensel, Luk
PY - 2020/6
Y1 - 2020/6
N2 - The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country’s political and economic history, which has led to legal constraints concerning the language(s) of instruction as well as foreign language education. A paradoxical situation has now emerged: on the one hand, an apparently straightforward organisation of language education according to a ‘one community – one language’ principle; on the other hand, a complex and heterogeneous reality with respect to the organisation of the school system in general and language education in particular. We illustrate the present situation with figures from the different language communities (Dutch-, French-, and German-speaking) on (a) foreign languages learned at school in regular settings, and (b) alternatives to the regular framework that bypass the constrictive legislation, such as CLIL. The data reveal the intricate make-up of language education in Belgium, reflecting a tailor-made approach taken by each of the three official language communities.
AB - The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country’s political and economic history, which has led to legal constraints concerning the language(s) of instruction as well as foreign language education. A paradoxical situation has now emerged: on the one hand, an apparently straightforward organisation of language education according to a ‘one community – one language’ principle; on the other hand, a complex and heterogeneous reality with respect to the organisation of the school system in general and language education in particular. We illustrate the present situation with figures from the different language communities (Dutch-, French-, and German-speaking) on (a) foreign languages learned at school in regular settings, and (b) alternatives to the regular framework that bypass the constrictive legislation, such as CLIL. The data reveal the intricate make-up of language education in Belgium, reflecting a tailor-made approach taken by each of the three official language communities.
KW - Belgium
KW - Foreign Language Education
KW - Bilingual Education
KW - CLIL
KW - Dutch
KW - English/EFL
KW - German
KW - foreign language education
KW - bilingual education
UR - https://www.tandfonline.com/doi/full/10.1080/13670050.2020.1768211
UR - http://www.scopus.com/inward/record.url?scp=85086921038&partnerID=8YFLogxK
U2 - 10.1080/13670050.2020.1768211
DO - 10.1080/13670050.2020.1768211
M3 - Article
SN - 1367-0050
JO - International Journal of Bilingualism and Bilingual Education
JF - International Journal of Bilingualism and Bilingual Education
ER -