Bilingual Education Programs in Spain

Within the ERAMUS program, students, during their studies at a university outside of their own country, are taught with the medium of a dustup other than their first gear language. The ERAMUS program, thus, creates an additional incentive for appendage declares of the European biotic community to successfully implement bilingualist programs through the LINGUA program.

Two bilingual direction programs are conducted in Spain to address the needs of nonage state groups (Grant and Docherty, 1992, pp. 145-166; Vila, 1986, pp. 123-145). The programs address the needs of the Basques and the Catalans. These bilingual education programs are intended to reinforce heathenish identity in the Basque Autonomous Region and Catalonia (also an autonomous region), and to meliorate the Basque and Catalan languages (Tarrow, 1990, pp. 49-58). The Spanish bilingual education policy, however, makes no furnish for the teaching of the country's large Gypsy population in its first language (Mar-Molinero, 1994, p. 323). The Catalans and the Basques, however, represent the largest population minorities in Spain (Petherbridge-Hernandez and Raby, 1993, pp. 31-49). Each of these population groups is also characterized by strong nationalist sentiments, a particular that causes bilingual education programs designed to reinforce these minority cultures to be unpopular with the Spanish majority population.

Sweden's accession to membership in the European Community office that the country is now subject to the language and bilingual educational policies promulgated by the European Commission (Mar-Molinero, 1994, pp. 319-328). Bilingual education in Sweden, however, has a long history that predates the European Community programs (Dutcher, 1982, pp. 1-69). Sweden established a bilingual education program in 197 to ensure a par altogetherel command of both Swedish and the first languages of ethnic population groups residing within the country for all child members of such ethnic population groups (Porter, 1990, p. 101).

The principal objectives of bilingual education program in Sweden are to bring minority populations into the mainstream of national life, and to preserve ethnic pride and minority cultures (Porter, 1990, p. 86). Sweden "has rattling(a) itself among multicultural societies for its unswerving commitment to human mightys issues, particularly to the object of preserving the language and culture of each minority group in the country" (Porter, 1990, p. 101).

Beardsmore, H. B. (1993). European types of bilingual education: Practice, theory and development. ledger of Multilingual and Multicultural Development, 14(1-2), 103-120.

The twenty-five percent bilingual education model in the Swedish educational system is the language tax shelter model (Porter, 1990, p. 102). Language minority students receive 100 percentage of their instruction in their home languages during the first three days of school. Instruction in the Swedish language begins in the fourth grade. In the fourth grade, 20 percent of the instruction for language shelter model students is in the Swedish language. By the ordinal grade, Swedish language-based instruction accounts for 70 percent of the instruction have by these students.

Spain in the 1990s is a federal state that incorporates 17 autonomous regions (Mar-Molinero, 1994, p. 325). Each of these regions is granted the linguistic right to promote t
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