Revisiting English-Medium Instruction and bilingual education in Pakistan: Policy options from CLIL Research in Europe
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2022-05-24
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Jaén: Universidad de Jaén
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[ES] Pakistán es un país lingüísticamente diverso con una larga historia de "English-medium instruction" y educación bilingüe. Sin embargo, hay una preocupante escasez de investigaciones que analicen y midan el desempeño nacional en la educación de idiomas. A través de una revisión bibliográfica exhaustiva y un cuestionario, este trabajo recopila y presenta hallazgos claves sobre los problemas y desafíos que existen en el ámbito de la educación bilingüe en Pakistán. Además, explora las opciones y medidas políticas tomadas du ante casi dos décadas de investigación sob e “el enfoque eu opeo hacia la educación bilingüe: ap endizaje integ ado de contenidos y lenguas ext anje as (AICLE)” (Pé ez-Cañado, 2012, p. 315). También captura mide las actitudes y percepciones de la comunidad educativa, incluyendo al profesorado de contenido y de idiomas, para ayudar a identificar el eslabón perdido entre la política oficial y su implementación a nivel micro. Finalmente, con base basándose en los problemas identificados y los hallazgos emergentes, sugiere recomendaciones y pautas para un enfoque más holístico, eficaz y basado en la investigación de la educación bilingüe.
[EN] Pakistan is a linguistically diverse country with a long-standing histo y of ‘English-medium inst uction’ and bilingual education. However, there is a worrying paucity of research that has been conducted to investigate and gauge the national performance in language education. Through a comprehensive literature review and a questionnaire, this dissertation collects and presents key findings on the issues and challenges that exist in the bilingual education space in Pakistan, and explores policy options from nearly two- decade- long esea ch on “the inc easingly acknowledged Eu opean app oach to bilingual education: content and language integ ated lea ning (CLIL)” (Pé ez-Cañado, 2012, p. 315). It also captures the attitudes and perceptions of bilingual school staff, including content and language teachers, to help identify the missing link between the official policy and its micro-level implementation. Finally, based on the issues identified and emergent findings, it suggests recommendations and guidelines for a more holistic, efficacious and research-based approach to bilingual education.
[EN] Pakistan is a linguistically diverse country with a long-standing histo y of ‘English-medium inst uction’ and bilingual education. However, there is a worrying paucity of research that has been conducted to investigate and gauge the national performance in language education. Through a comprehensive literature review and a questionnaire, this dissertation collects and presents key findings on the issues and challenges that exist in the bilingual education space in Pakistan, and explores policy options from nearly two- decade- long esea ch on “the inc easingly acknowledged Eu opean app oach to bilingual education: content and language integ ated lea ning (CLIL)” (Pé ez-Cañado, 2012, p. 315). It also captures the attitudes and perceptions of bilingual school staff, including content and language teachers, to help identify the missing link between the official policy and its micro-level implementation. Finally, based on the issues identified and emergent findings, it suggests recommendations and guidelines for a more holistic, efficacious and research-based approach to bilingual education.