Learning english and learning through english: Insights from secondary education

Abstract

This chapter presents background information against which to interpret the findings presented in Chapters 8 – 14 of the present volume. The data analysed in these chapters have been gathered as part of the COLE (Combination of Contexts for Learning) project, a state-funded research project based in Catalonia and the Balearic Islands (Spain), two officially Catalan–Spanish bilingual territories where a myriad of other languages coexist. Overall, the project deals with the impact of Formal Instruction (FI), Content and Language Integrated Learning (CLIL) and Study Abroad learning contexts on the acquisition of English. The studies included in Part II of this volume specifically seek to measure the linguistic benefits derived from CLIL contexts in comparison with FI contexts in secondary education. Additionally, two of the chapters report on the influence of CLIL on extra-linguistic benefits regarding learners’ motivational and attitudinal stands as well as their willingness to communicate. The present chapter will provide an account of the multilingual education policies implemented in the aforementioned communities, in the light of the strategies deployed in the rest of Spain and Europe, plus methodological information about the COLE project.