Bilingual Education Models and Curricula in Bilingual Immersion Primary Schools in Brazil: A Comparative Study

The present study explores the degree of consistency in the practical execution of bilingual immersion models at three bilingual primary schools in Brazil. Despite the recent proliferation of bilingual institutions, a persistent lack of regulations has allowed Brazilian schools great freedom in their choice of bilingual academic policies. This has given rise to a landscape of ad hoc curriculum customizations and increasingly dissonant language policies. Incorporating evidence from questionnaires, lesson observations and interviews, this study reveals discrepancies in curricular choices, bilingual teaching practices, and expectations of linguistic outcomes, both across schools and within the same institution. While the study provides valuable insights into bilingual education practices within a select group of schools, its implications for the wider educational landscape of Brazil are restricted by its narrow scope. Therefore, additional research in the field is encouraged. The findings argue for the necessity to establish comprehensive operative standards for bilingual schools in Brazil, with a specific focus on curriculum construction and pedagogical methodologies. The study suggests the introduction of a system of external quality control for bilingualism. This would enable schools to benefit from an external assessment while constructing their academic bilingual curriculum and aid in monitoring its alignment with instructional strategies.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2024

Author dc:creator

• Neroni, Francesca

• LB2361 Cwricwlwm

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:3100