Embracing Linguistic Diversity: A Comprehensive Study of Bi-multilingual Education in Spain

Acogiendo la diversidad lingüística: Apuntes para un estudio integral de la educación bilingüe en España

Authors

  • Pablo Ramón Ramos Universidad de Jaén
  • Dr. R. Mata Western Washington University

Keywords:

Bilingual education, multilingual education, sociolinguistics, research, diversity, Spain, Educación bilingüe, educación plurilingüe, sociolingüística, investigación, diversidad

Abstract

This study provides a comprehensive overview of bi-multilingual education in Spain and highlights the intricate interplay between linguistic diversity, regional autonomy, and educational policy. Spain’s sociolinguistic landscape is shaped by the coexistence of Spanish with official regional languages and by the growing importance of foreign languages. Thus, while bi-/multilingual programs in monolingual regions focus on Spanish and additional language instruction through Content and Language Integrated Learning (CLIL), bilingual regions also incorporate regional languages as core components of instruction. These programs serve dual purposes: enhancing students’ communicative competence in multiple languages and preserving regional linguistic heritage. This study first explores historical foundations, legal frameworks, and pedagogical models of bi-/multilingual education. Then, it provides a descriptive analysis of the 17 bi-/multilingual programs implemented in each region of Spain. Finally, the comparative analysis reveals key differences in language policy, instructional models, and educational goals between monolingual and bilingual regions. Despite these differences, all regions share several unique challenges, alongside a commitment to multilingualism, intercultural understanding, and educational equity. This study provides a clear picture of the complexity and adaptability of Spain’s educational system in addressing linguistic diversity and in offering valuable insights into bi-multilingual education in a decentralized context.

Este estudio ofrece una visión global de la educación bi-multilingüe en España y destace la interacción entre diversidad lingüística, autonomía regional y política educativa, en un panorama sociolingüístico marcado por la coexistencia del español con las lenguas regionales y la popularización de las lenguas extranjeras. Así, mientras que los programas bi-multilingües en las regiones monolingües se centran en la enseñanza del español y de lenguas extranjeras mediante el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), las regiones bi-multilingües también incorporan las lenguas regionales, con un doble objetivo: mejorar la competencia comunicativa del alumnado y preservar el patrimonio lingüístico. El estudio comienza explorando los fundamentos históricos, legales y pedagógicos de la educación bi-multilingüe. Seguidamente, un análisis descriptivo muestra los 17 programas bi-multilingües implantados en cada región para avanzar hacia un análisis comparativo, que revela diferencias en la política lingüística, los modelos de enseñanza y los objetivos educativos entre regiones monolingües y bi-multilingües. A pesar de las diferencias, todas comparten diferentes retos y el compromiso con el plurilingüismo, la interculturalidad y la equidad educativa. Finalmente, el estudio muestra la complejidad y adaptabilidad del sistema educativo español a la hora de abordar la diversidad lingüística, ofreciendo valiosas perspectivas sobre la educación bi-multilingüe en un contexto descentralizado.

Author Biographies

Pablo Ramón Ramos, Universidad de Jaén

Pablo Ramón Ramos is a language teacher and researcher at CFPA Mercè Rodoreda (Spain), where he coordinates several European projects (eTwinning and Erasmus KA120 and KA121). He holds an M.A. in School Management (CEU Cardenal Herrera University, Spain), an M.A. in Content and Language Integrated Learning (CLIL) (University of Jaén, Spain), an M.A. in English Studies (University of Jaén, Spain), and a B.A. in English Teaching (University of Alicante, Spain). He has served as a teacher in elementary schools and adult schools in Spain, as well as an in-service teacher trainer at the official educational in-service teacher training institution (CEFIRE) in Spain. Moreover, he is closely collaborating with the University of Jaén to conduct a research study on attention to diversity in CLIL settings, which is his main line of research as a doctoral student. As a result, he has presented his studies at international congresses such as WorldCLIL (The Hague, Netherlands), AILA (Kuala Lumpur, Malaysia), and AERA (Denver, U.S.). Apart from receiving awards at a university level (Outstanding Graduate Award by the University of Alicante and the University of Jaén), he was awarded an honorable mention by the International Society for the Linguistics of English (ISLE) for the best research on English studies by an early-career researcher. He is currently a graduate student collaborator in the International and Comparative Bi-/Multilingual Education Research Group (www.icberg.org).

Dr. R. Mata, Western Washington University

R. Mata is an Associate Professor of Linguistics at Western Washington University. He obtained a Ph.D. in Linguistics (University of California San Diego) and an M.F.A. in Creative Writing (University of Alaska, Fairbanks). His research explores the language attitudes and lived experiences of Spanish speakers in the United States, with a particular focus on the San Diego–Tijuana border region. He investigates the linguistic features of Spanish in this transborder context, emphasizing issues of linguistic insecurity and linguistic discrimination, especially among college-aged heritage speakers of Spanish. His most recent work, co-authored with Ana Celia Zentella (Emerita, UC San Diego), is a chapter titled “El español en los Estados Unidos,” published in Dialectología hispánica aplicada: variación, enseñanza, interdisciplinariedad (Routledge 2025).

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Published

2025-09-15

How to Cite

Ramos, P. R., & Mata, D. R. (2025). Embracing Linguistic Diversity: A Comprehensive Study of Bi-multilingual Education in Spain : Acogiendo la diversidad lingüística: Apuntes para un estudio integral de la educación bilingüe en España . Bilingual Review Revista Bilingüe , 37(2), 138–168. Retrieved from https://bilingualreviewjournal.org/index.php/br/article/view/593

Issue

Vol. 37 No. 2 (2025): Bi-/multilingual Education Around the World: Advances in the International and Comparative Dialogue

Section

Research and Criticism / Investigaciones y Crítica