This chapter addresses the question of bilingual education and the application of theories of bilinguality and bilingualism in this domain. We first raise the problem of literacy (Section 11.1); we then review a number of definitions and discuss some typologies of bilingual education (Section 11.2); in Section 11.3 we analyse various factors which condition bilingual education; we go on to describe two types of bilingual education – one developed for children of the dominant group in society (Section 11.4), the other for ethnolinguistic minorities (Section 11.5) – and discuss their outcome in the light of our model of bilingual development. Finally, other forms of bilingual education are examined (Section 11.6).

In Chapters 4 and 5 we argued that simultaneous and early consecutive bilinguality – in which the two languages are highly valorised and used for all functions with the child – both lead to an additive form, whereas consecutive childhood bilinguality – in which the mother tongue is devalorised and language is not used in all its functions – may lead to a subtractive form. We insisted on the importance for the child of developing the appropriate social representations of language, especially when he is introduced to formal schooling and literacy through a highly valorised L2 (see Chapter 5).

LITERACY AND LANGUAGE PLANNING IN EDUCATION

Education, defined as an ‘organised and sustained communication designed to bring about learning’ (Unesco, 1976), aims at developing the organisation of knowledge and skilled abilities. In modern societies these goals are attained through the development of literacy skills in a school environment.