Research by Christa van der Walt (2006) on the bilingual methods imple-
mented in Stellenbosch University shows the importance of focusing on the
situation from two perspectives: from the teaching perspective in order to
identify the best strategies to be adopted in bilingual/multilingual settings,
and from the learning perspective in order to identify the factors that facili-
tate the best educational experience for the students.
At the end of the project funded by ESCalate (2002) to explore bilingual
teaching methods in ITET courses in Wales, it was recommended that there
was a considerable need for basic research into bilingual teaching methods at
higher education level in Wales (and beyond) in order to:
- establish good practice in bilingual teaching at the level of higher educa-
tion in general. Wales has an opportunity to pioneer in this area; - establish and develop practical good practice in the application of bilin-
gual teaching models in ITET courses in particular and higher education
courses in general; - establish and share good practice in the use of technology in the bilingual
teaching context (ESCalate, 2002: 5).
It is in the context of these recommendations that our research into bilin-
gualism in higher education within Bangor University’s School of Education
was conducted, to which we now turn.
Bilingual Teaching and Learning in the School of
Education, Bangor University
As mentioned above, the traditional strategy of higher education provid-
ers in Wales has been to teach Welsh-medium and English-medium classes
separately. However, in the School of Education in Bangor, Welsh-medium
and English-medium students are often taught together in the same classes
in bilingual settings where the lecturers use both languages, using many of
the characteristics of Williams’ Model B (ii) above.
Elements of the following courses are taught in bilingual settings: BA
(Qualified Teacher Status – QTS), BA Childhood Studies, BSc Design and
Technology, FdA (foundation degree) Early Childhood Studies and Postgraduate
Certificate in Education – PGCE (Secondary). In order to maintain bilingual
provision, bilingual teaching staff are essential. In the School of Education,
69% of the staff lecture through the medium of Welsh and English, a figure
which compares very favourably with the average of 11% at Bangor University
level (Bangor University Staff Data 2007/08), and 4% at national level (Centre
for Welsh Medium Higher Education, 2010). This means that considerable and
flexible bilingual provision can be offered in the school, and this linguistic situ-
ation made the school the focus of the research project discussed below.
180 Part 4: Bilingual Education