@misc{10481/88871,
year = {2020},
url = {https://hdl.handle.net/10481/88871},
abstract = {The present chapter analyses the different language policies and initiatives implemented to promote language education in the Basque Autonomous Community (a small region in the north of Spain), focusing on the shift from bilingualism to multilingualism due to the implementation of CLIL (Content and Language Integrated Learning) methodology in Basque schools. The chapter begins by examining the development of bilingual education (Basque-Spanish) in the region and it then discusses how CLIL has been implemented in the Basque school system. Next, it explores the findings of the main studies conducted in the Basque Autonomous Community on the impact of CLIL on learners’ language learning, pointing out potential flaws and shortcomings in these studies so as to address them in future research. The chapter concludes by suggesting different courses of action which should be adopted in the near future in order to improve multilingual education and the implementation of CLIL methodology in this Spanish region.},
organization = {This paper is part of a research project on Políticas educativas y plurilingüismo en la escuela española: Análisis comparado de modelos de enseñanza de las lenguas [Educational policies and multilingualism in the Spanish school: Comparative analysis of models of language teaching], supported by a research grant from the CEIBioTic Granada (Research Grant CEI2013-P-16).},
keywords = {CLIL},
keywords = {Basque Country},
keywords = {CLIL teacher education},
keywords = {CLIL research},
keywords = {Multilingual education},
keywords = {Bilingual education},
title = {From bilingualism to multilingualism in the Basque Autonomous Community: An overview of language policies and research outcomes},
author = {Manzano Vázquez, Borja},
}