Brindusa Anghel FEDEA. banghel@fedea.es

Antonio Cabrales Universidad Carlos III de Madrid. acabrale@eco.uc3m.es

Jesus M. Carro Universidad Carlos III de Madrid. jcarro@eco.uc3m.es

December 2013

Abstract Bilingual education programs where at least part of the instruction is in a foreign language, di§erent from the native language of the students, exits in several countries like the USA, India and Spain. While the economic beneÖts of knowing a second language have been well studied, potential e§ects over the learning of other subjects have received much less attention. We evaluate a program that introduced bilingual education in English and Spanish in primary education in some public schools of the Madrid region in 2004. Under this program students not only study English as a foreign language but also some subjects (at least Science, History and Geography) are taught in English. A standardized test for all 6th grade students in Madrid on the skills considered ìindispensableîat that age is our measure of the outcome of primary education to evaluate the program. Our results indicate that there is a clear negative e§ect on learning the subject taught in English for children whose parents have less than upper secondary education, and no clear e§ect for anyone on mathematical and reading skills, which were taught in Spanish. Keywords: Bilingual education, program evaluation, teaching in English JEL classiÖcation: H40, I21, I28

bilingues

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