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dc.contributor.authorBell, Jillian
dc.date.accessioned2014-05-02T11:02:56Z
dc.date.available2014-05-02T11:02:56Z
dc.date.issued1991
dc.identifier.urihttp://hdl.handle.net/1842/8784
dc.description.abstractIn conducting this study, it has been the aim to promote the case for a bilingual education system. The notion behind this developed from an awareness of recent thought on language acquisition and from experience on teaching practice of the benefits to be reaped from activity-based learning as opposed to grammar-based or form-focused approaches. In section one, a variety of different approaches to language learning is examined and evidence included to highlight the pros and cons of each approach. The second section looks at approaches to bilingual education in Canada, Wales and Scotland. The Canadian element is included as it coincides with the author's experience of teaching English in Québec. Scottish bilingual education, it has been suggested, follows the Welsh system, although my reading and observation tend to contradict this notion, showing both similarities and differences in each of the three systems. The final section examines possible developments in bilingual education in this country and in Lothian Region.en_US
dc.language.isoenen_US
dc.publisherThe University of Edinburghen_US
dc.subjectbilingual educationen_US
dc.subjectGaelicen_US
dc.subjectsecondary schoolen_US
dc.subjectapproachesen_US
dc.subjectlanguage acquisitionen_US
dc.subjectCanadaen_US
dc.subjectWalesen_US
dc.subjectScotlanden_US
dc.subjectLothianen_US
dc.titleBilingual education: a comparative studyen_US
dc.typeThesis or Dissertationen_US
dc.type.qualificationlevelMastersen_US
dc.type.qualificationnamePostgraduate Certificateen_US


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