Enhancing disciplinary literacies: languages of schooling and whole-school language projects in Spain

Abstract

AbstractEuropean language policy focusing on the development of the languages of schooling is opening new paths to best fit the necessities of students, whether in bilingual or monolingual communities. Bilingual education is no longer an exclusive entity, but is increasingly becoming mainstreamed. In doing so, it can promote the consolidation of linguistic competence in all languages in the curriculum. Thus, in parallel with proposals whose aim is primarily to improve the use of disciplinary literacies in the foreign language used as the vehicle of instruction, there are programmes which seek to strengthen the foreign language, the mother tongue, and perhaps a second foreign language, through the use of subject-specific literacies (pluriliteracies) in all the languages. An example of this strategy can be found in some regions of Spain, with the decision to promote the academic language in distinct areas and in different languages through implementation of whole-school language projects. This article describes the forces and mechanisms underlying the proposal, its characteristics and practical application, and ultimately addresses the relevance of the scheme as a valuable tool to surpass the traditional objectives of bilingual education programmes and to enhance the attainment of pluriliteracies in the curriculum.