How To Design, Run and Assess Quality Bilingual Programmes

We recently published Developing and Evaluating Quality Bilingual Practices in Higher Education edited by Fernando D. Rubio-Alcalá and Do Coyle. In this post the editors explain what to expect from the book.

We are pleased to reach the final stage of publication of the volume Developing and Evaluating Quality Bilingual Practices in Higher Education. It’s been more than two years of successful triangulation work with the authors and Multilingual Matters, which have led to the birth of a book that deals with topics surprisingly scantly covered in the literature of bilingual education. The publication of the book will undoubtedly unfold new perspectives on how quality bilingual programmes can be designed, run and assessed.

We have had the privilege of working with a host of experienced, recognized and well-known authors who have paved the way for producing a text with meaningful and grounded content. Emma Dafouz has prefaced the volume, and David Marsh, Wendy Díaz, Víctor Pavón, Patrick Studer, David Lasagabaster, Jennifer Valcke, Karin Bage, Pat Moore, Kyria Finardi, Inmaculada Fortanet, Maria Ellison, Felipe Guimaraes, Javier Ávila, Francisco Rubio and Rocío López have contributed to writing nine excellent chapters that have been strategically devised into two main parts. The first part is devoted to theoretical issues and discussion about language policy and internationalization, and the second to the application for setting up, supervising and evaluating bilingual programmes and classroom practice. We are very grateful to all of them and also to those that have endorsed the publication, namely Magnus Gustafsson, María Luisa Pérez Cañado and Esko Koponen.

The book is valid for all contexts in higher education. While the authors work mainly in Europe (UK, Finland, Spain, Sweden, Portugal, Switzerland) and America (Mexico and Brazil), the contents can be applied to any geographical area. Being keynote speakers, many of the authors participate in international academic events and therefore, the mindset permeating our volume promotes a globalized vision and represents institutions around the world.

It addresses policymakers (especially those chapters related to the analysis of language policies), programmes’ coordinators, researchers, practitioners and other stakeholders (especially those chapters referred to the exposition of tools and analysis of quality indicators).

It is our challenge to make a significant contribution to the field of bilingual education so that we inspire the use and adaptation of innovative tools to raise the quality of each and every one of the myriad of multilingual programmes. In fact, if there is no quality in those programmes after the considerable economic and human effort it entails, what is the purpose of having those programmes at all?

Fernando D. Rubio-Alcalá and Do Coyle

For more information about this book please see our website.

If you found this interesting, you might also like Academic Biliteracies edited by David M. Palfreyman and Christa van der Walt.