We are currently faced with a new narrative that leads us to believe that bilingual schools offer the opportunities necessary to prepare students to be competent and capable of facing the challenges of the contemporary world. As a result, we are witnessing the opening of many Brazilian bilingual schools and the implementation of so-called bilingual programs in schools that are already in operation. Many parents and educators believe that the mere fact that an institution is classified as “bilingual” automatically guarantees a quality education. However, it is essential to understand that the “bilingual” label alone is not an infallible indicator of educational excellence.

Although they are grouped under the umbrella term “bilingual,” these schools differ greatly from one another in terms of their pedagogical approach, bilingual education model, and teacher qualifications, for example. Just like any other type of educational institution, bilingual schools are diverse and have their own unique characteristics. Therefore, it is essential that we avoid the mistake of making a direct association by linking the term “bilingual”—without careful investigation—to an education that is necessarily of high quality. Each bilingual school is a unique mosaic, with its own strengths and challenges.

Unraveling this mosaic is essential to a broader understanding of the educational quality of bilingual schools. It is necessary to look beyond the label and delve into the reality of each institution. This involves carefully evaluating factors such as the existence of an integrated curriculum, support for students’ bilingual development, the potential for a multicultural education, opportunities for practicing and effectively using the languages, as well as ongoing teacher training. The quality of education offered in bilingual schools goes beyond simply providing classes in two languages: it involves fostering a diverse, inclusive, and stimulating environment that nurtures students’ academic, cognitive, socio-emotional, and cultural development.

When examining the complex picture of educational quality in bilingual schools, it becomes clear that not all institutions are the same. Some stand out for their innovative practices, their commitment to preparing students to be global citizens, and their appreciation of the languages and cultures involved. On the other hand, others may lack the resources, appropriate methodologies, educators with the right training, or the necessary support to provide a bilingual education of excellence.

In this regard, it is essential that parents, educators, and communities be committed to carefully researching and evaluating bilingual schools before making their choices. Below, I discuss four relevant aspects to consider in these schools: the discourse on bilingualism, the structure of the curriculum, the concept of culture employed, and teacher training.

What is the prevailing view on bilingualism at the school?

It is important to identify how the school understands the promotion of bilingualism within its institution and, consequently, how it puts this concept into practice. In this regard, we need to determine whether the school still operates from a monolingual perspective or whether it challenges these ideologies and the compartmentalized and artificial practices that stem from them.

Many schools view bilingual education as two separate monolingual programs and, as a result, maintain fragmented practices that, in some cases, involve contradictory and conflicting approaches to what is taught to students in Portuguese and what is taught through the additional language.

On the other hand, there are schools that, through their practices, challenge the monolingual ideology. This involves a series of actions and attitudes that value linguistic diversity and promote multilingualism, such as: an integrated curriculum in which students are encouraged to use their entire linguistic repertoire to construct knowledge; the celebration of linguistic and cultural diversity with a view to establishing intercultural dialogues; and the challenge to linguistic and cultural stereotypes and prejudices.

What are the key elements that define and underpin this school's curriculum?

A well-structured curriculum should not focus solely on the student’s language development, but also—and above all—on their overall academic growth through curriculum components that should be taught in both languages of instruction. Furthermore, it is important to determine whether the school has an integrated curriculum rather than two parallel curricula—one for instruction in the additional language and another for instruction in Portuguese, for example.

An integrated curriculum in bilingual education is one that combines the content and learning objectives of the two languages involved in a complementary manner. Rather than treating the languages separately, the curriculum seeks to promote interaction and interconnection between them. This interconnection can occur, for example, through interdisciplinary projects, in which students explore topics or problems comprehensively, using both languages as tools for research, communication, and expression. This allows them to see the languages in action in an authentic way, expanding their ability to interact with the world and their intercultural understanding.

Furthermore, the integrated curriculum in bilingual education also aims to foster the development of cross-curricular skills, such as critical thinking, collaboration, creativity, and autonomy. These skills should be developed in an integrated manner within learning activities, providing students with a solid foundation not only in languages but also in essential competencies for their personal and academic development.

What is the prevailing conception of culture at the school?

We often mistakenly assume that a bilingual school automatically promotes consistent work with culture simply because there are two languages of instruction. A primary problem with this approach in such institutions is the very concept of culture itself. It is far too reductionist, in the 21st century, to understand culture as stable and immutable entities that are, more often than not, analyzed by comparing cultural characteristics and attributes that vary from nation to nation. Today, the notion of culture is linked to ideologies, attitudes, and beliefs that are shaped by discourses in the media, on the internet, and within the marketing industry.

In this vein, it is also important to understand what kind of multiculturalism the school promotes. Is it merely an effort that boils down to learning about the festivals and customs of other peoples living in different countries? Or are we talking about an effort that exposes students to different worldviews and perspectives, enabling them to broaden their horizons and, as a result, allowing them to act more assertively within their community?

The overall purpose of a bilingual school should be to educate citizens capable of functioning in highly diverse settings such as those we face today. This occurs when students become increasingly capable of assessing their place in society and understanding how differences have arisen, by gaining access to a multiplicity of discourses circulating in our society and broadening their repertoire and worldview. To this end, it is necessary to determine whether the school:

• Does it employ counter-hegemonic discourses, or does it align itself solely with the discourses produced by dominant groups;
• It includes curriculum content that addresses different cultures, their traditions, customs, histories, and epistemological and cultural contributions to society;
• Incorporates programs or initiatives that promote intercultural education, addressing issues of prejudice, stereotypes, and discrimination, thereby fostering an appreciation for differences and diversity;
• It establishes partnerships with local organizations or community groups to promote knowledge-building through interaction with other groups.

Finally, it is important to emphasize that the concept of multicultural education should be an integral part of the curriculum and should not depend on individual efforts for its promotion.

How does the school handle in-service training for its faculty?

Since this is a relatively recent phenomenon in Brazil, hiring educators has become a difficult problem to solve. Therefore, it is necessary to invest in continuing education and in-service training for teachers at these schools so that they can provide students with a consistent education that is, in fact, suited to the demands of contemporary society.

It is therefore important to determine whether the school offers professional development opportunities, guidance, and courses for educators. Another important point is to verify whether there are pedagogical meetings that enable the teaching staff to share knowledge and develop a common vision of the educational process currently in place at the institution.

In short, we can say that although bilingual education has the potential to provide a high-quality educational experience, its effectiveness depends on multiple factors. Confronting monolingual ideologies, a well-designed and integrated curriculum, the promotion of a multicultural education, and qualified teachers are crucial components. It is important to look beyond the “bilingual” label and carefully and thoroughly examine each school’s educational approach.

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**This text does not necessarily reflect the opinion of Bett Brasil.

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