Volume: 8  Number: 6  Page: 506–528

Modelo B/Dual Language Programmes in the Basque Country and the USA

Torres-Guzmán María E.1 and Etxeberría Feli2 1Department of International and Transcultural Studies, Teachers College, Columbia University, New York, NY, USA and 2Universidad del Pais Vasco, Donostia San Sebastián, Spain

In this paper, we undertake a cross-national comparison of early partial immersion programmes, known as dual language or Modelo B programmes, in the USA and the Basque Country in Spain, respectively.We attempt to make sense of their growth, the expanded social uses of the minority languages, and address seemingly contradictory pedagogical principles. In both settings, the growth and the expansion of the use of the minority language in new social spaces is associated with inclusion of the majority populations much as the assertion of minority language rights. The evidence found in the comparison further suggests that the degree of exposure to the minority language cannot be disassociated from the broader sociolinguistic context and is significant for both minority and majority populations.

Keywords: dual language, Modelo B, Basque Country, USA, comparative education, context

© 2005 M.E. Torres-Guzmán & F. Etxeberría

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