Advances in the Study of Bilingualism

Language Arrangements within Bilingual Education 151

Table 7.3 Language arrangements within bilingual classrooms in Wales

Language Arrangements
in Classrooms

Typical Language of the

Classroom

Typical Context of Language

Arrangement in the

Classroom

Monolingual use of one
language: L1 Welsh

Predominantly Minority

Language

Predominantly Welsh:
heritage bilingual
education program
Monolingual use of one
language: L2 Welsh

Predominantly Minority

Language

Predominantly Welsh:
Immersion education
program
Monolingual use of one
language in mixed
L1/L2 classrooms

Predominantly

Minority Language or

Predominantly Majority

Language

Predominantly Welsh
instruction for L1 &
L2 Welsh (or L1 & L2
English) in the same
classroom
Translation: Subject-
related terminology

Bilingual terminology for the

whole class

Use of Welsh-English
dictionaries and glossaries
in predominantly Welsh
medium lessons
Translation for L2
learner (L2 Welsh or
L2 English)

Bilingual support for L2

learner

Support /scaffolding/
responsible code
switching for individual
pupils/groups: L2 Welsh
or L2 English
Teacher’s response to
language input of
the pupil

Bilingual instruction for

individuals /groups

Unplanned response:
–teacher responds to
language of pupils
irrespective of target
language –intrasentential
switches
Planned response:
–teacher responds to L1
of pupils for example in
dual-stream primary school –
responsible code-switching to
clarify lesson material
Translation (for the
whole class)

Bilingual instruction for

whole class

Teacher switches languages

to explain subject content

Pupils use bilingual

worksheets/textbooks

Translation in MFL lessons

continued