Educación Bilingüe y Rendimiento en MatemáticasResultados de una Investigación en el País Vasco

Abstract

The present article tries to evaluate the bilingual education program implanted in de Basque Autonomous Community (BAC), specially the part of the program related to mathematics. In the BAC mandatory education can be studied following three different lingüistic models (A, B and D). Only one of these programs, model B, can be considered a real bilingual programo Most schools, under this model teach mathematics in Spanish, that is, the student's first language. It should be considered that this model does not exist in secondary education, thus students have to chose between model A or D upon finishing their eight grade of General Basic Education (E.G.B.). For this reason one of the main objectives of model B is to prepare a student to be able to continue any given subject in either Basque or Spanish upon finishing E.G.B. The article analyzes to what extent this goal is reached by the B lingüistic model. The bibliography regarding the influence of a bilingual education is leaming mathematics has been reviewed, and, the results obtained in a stud in the BAC among students within the diverse lingüistic models are discussed.