Many families choose bilingual schools so their children can learn English well. They expect and hope that they will speak it fluently, almost as if it were their native language. However, studying some subjects in English does not necessarily mean learning to use the language with ease.

When we talk about bilingual education, we are referring to systems in which some subjects are taught in a foreign language, primarily English. The methodology for implementing this model is called CLIL (Content and Language Integrated Learning) and has been in place for several years in many Spanish schools and institutes.

This model does not aim for students to become as fluent in English as they are in their native language . In other words, although many schools include the adjective “bilingual” in their name, this does not refer so much to students becoming fully bilingual as to instruction being delivered in two or more languages.

What exactly does it mean to be bilingual?

In any case, it is worth reviewing our beliefs about what it means to be bilingual, because experts do not consider that term as a certain level of language proficiency (just as when we say that someone speaks French at a “basic” or “fluent” level).

As linguist François Grosjean explains , many bilingual people use each language differently and in different contexts, depending on their lives and needs. Therefore, they don’t master both languages ​​to the same level, yet they are still bilingual. Someone might be bilingual in French and Spanish, for example, but not master the first language professionally, or not have the same level of Spanish in a more domestic setting.

Furthermore, there are different forms of bilingualism . Some people learn two languages ​​at home or in their social environment, while others learn them through school and education.

Improve English learning

Bilingual centers primarily use English as a foreign language, since its status as a lingua franca , that is, a common language that allows people with different native languages ​​to communicate, makes it useful and necessary in fields such as science, commerce, tourism, and work.

In Spain, specifically, learning English has been one of the great challenges of education ; hence the attempts to implement bilingual systems in the network of public schools.

Relative success

So, as we can see, it’s unfair to claim that bilingual education has failed simply because it doesn’t make all students speak English or other languages ​​like native speakers. These programs can increase exposure to the language, expand vocabulary, and improve listening comprehension.

And indeed, assessments show that current students have substantially improved their reading and listening comprehension compared to previous generations, although fluent oral expression remains the major challenge.

Lack of practice and confidence

Understanding a language does not mean being able to hold a conversation easily; although social networks, videos and digital platforms offer more contact with English, that does not make us capable of speaking it fluently.

Therefore, one of the biggest challenges is to enable students to use the language to express opinions, share ideas, and communicate with other people.

Getting used to using more than one language

In communities with two official languages, such as Catalonia or the Basque Country, students are accustomed to switching between languages ​​daily. In monolingual contexts like Andalusia or Madrid, however, English is perceived as a strictly academic subject. This difference affects learning, as the sociolinguistic environment determines the actual opportunity to practice the language outside the classroom.

Furthermore, the final level of English also depends on other factors such as teacher training, school resources, and extracurricular practice opportunities. Teachers are calling for greater methodological coordination and inclusive resources to avoid level gaps among students.

The students’ opinions are also important. Their experiences offer insight into how they have lived through these programs over several years. According to a recent study , students value the importance of English, but report that they have used it very little in class. The same study concludes that a good bilingual education needs more communication, better materials, and better-prepared teachers.

Adjust expectations

Being bilingual is much more than receiving some classes in English or finding signs in that language in the hallways of a school: opportunities to use the language are needed.

Bilingual education aims to help students learn another language and communicate in it, but it does not automatically make them native speakers or bilinguals.

Understanding this difference will allow us to better appreciate these programs and find ways to improve them. The true goal should be for students to gain the resources and confidence to communicate in another language.

Author Bio: David García Rodríguez-Izquierdo is Professor of English in the Department of French and English Philology at the University of Cádiz