[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-643021-105":59,"doc-detail-643021-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-cambridge-international-examinations-bilingual-research-agenda-bilingualism-and-bilingual-education","The Cambridge International Examinations bilingual research agenda - Bilingualism and bilingual education","","The Cambridge International Examinations bilingual research agenda outlines definitions and interpretations of bilingualism and bilingual education, highlighting the contested nature of research among academics and policy-makers. It situates CIE assessments in linguistically diverse educational contexts where learning often occurs through English via bilingual or monolingual instruction, including CLIL. The document presents a structured research programme focused on teaching environments, learning processes, learner outcomes, and assessment issues, supported by literature reviews.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cambridge-international-examinations-bilingual-research-agenda-bilingualism-and-bilingual-education/643021/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cambridge-international-examinations-bilingual-research-agenda-bilingualism-and-bilingual-education/643021.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the document define bilingualism and bilingual education?","Question",{"text":112,"@type":113},"Bilingualism is described as the ability or need to use two languages, drawing on academic definitions that range from control of two languages to the presence of two or more languages. Bilingual education is conceptualised as an organized programme using two (or more) languages of instruction to teach subject matter content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What educational context challenges do students and teachers face in CIE assessments?",{"text":117,"@type":113},"CIE assessment preparation is framed as linguistically and educationally diverse, with many students educated through English. The document discusses bilingual instruction, monolingual instruction through English, monocultural versus multicultural populations, and the resulting need for content teachers to be language aware.",{"name":119,"@type":110,"acceptedAnswer":120},"What four themes guide the CIE bilingual research programme and its assessment focus?",{"text":121,"@type":113},"The research programme groups questions into four themes: impact of different teaching environments; impact on teaching and learning processes; impact on learner outcomes; and key assessment issues, including how assessment methods are adapted for bilingual education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},643021,1792846727,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Cambridge International Examinations bilingual research agenda  \nHelen Imam CIE Education Division and Stuart Shaw CIE Assessment Services Division  \nBilingualism and bilingual education  \nBilingualism is at least as common as monolingualism. Throughout the voluminous research literature, academic definitions of the term bilingual abound, from the early, limited and very narrow definitions,‘native-like control of two languages’(Bloomfield, 1935, p.56) to more flexible contemporary descriptions,‘the presence of two or more languages’(Dewaele, Housen & Li, 2003, p.1), which reflect the awareness of the interdisciplinary nature of studies in bilingualism. Seen simply, the current view of bilingualism is the ability or need to perform in two languages.  \nBilingual education –’a simplistic label for a complex phenomenon’(Baker, 2006, p.213)– has been widely researched since the mid-1960s, and experts throughout the world have attempted to define and analyse the complexity and effectiveness of different bilingual education programmes. Cummins (2009) offers a helpful conceptualisation of bilingual education: ‘an organized and planned program that uses two (or more) languages of instruction. The central defining feature of bilingual programs is that the languages are used to teach subject matter content rather than just the languages themselves.’ (p.161)  \nInterpretation of the research on bilingualism and bilingual education has been highly controversial among both academics and policy-makers, and political sensitivities surrounding the issue have contributed to considerable confusion about what the research is actually suggesting. However, over the last decade as knowledge of the extent of bilingualism has grown, discussions of bilingualism have focused on ‘the many kinds and degrees of bilingualism and bilingual situations’(Crystal, 2003, p.51), leading to in-depth descriptions of the varied and disparate circumstances involved in bilingualism, anticipating the call for understanding the bilingual situation through its purpose and its context (Edwards, 2004) .  \nThe educational context  \nThe context within which students prepare for Cambridge International Examinations (CIE) assessments are often linguistically and educationally diverse. Whatever the country, the common denominator of CIE schools is that students are taking CIE assessments through the medium of English and therefore being educated through the medium of English. Some schools use bilingual instruction, delivering certain subjects through English as an additional language and other subjects through the first language, often trying to meet standards in both an international curriculum and a national curriculum. The opportunity to learn an additional language through a content subject has led to the practice of content and language integrated learning (CLIL) programmes. Other schools use monolingual instruction and deliver all subjects through English, either as a first or as an additional language. Some of these  \nschools will have monocultural student populations, whilst others will have multicultural populations. The latter places an additional responsibility on content teachers to be ‘language aware’ across the curriculum.  \nWhether students follow an entire curriculum in English or undertake only one or two CIE examinations in parallel with qualifications from their own (non-English) national curriculum as part of a bilingual education programme, the integration of curricula in bilingual education programmes presents challenges for teachers and their students. As a consequence, CIE is keen to understand this context in order to evaluate the impact of this choice of education programme and particularly the role of assessment within it. The Education Division (CIE) has outlined a coherent programme of research designed to address a number of key issues relating to bilingualism and learning, curriculum, pedagogy and assessment. The overall aim of the research is: ","cbCaiohNBgIHu8PT","https://ap.wps.com/l/cbCaiohNBgIHu8PT","pdf",169044,"English","# Bilingualism and bilingual education\n## Bilingual education and its conceptualisation\n# The educational context\n## Instruction models and learner diversity\n# The CIE bilingual research programme\n## Four principal research themes\n# Review of the literature","[{\"question\":\"How does the document define bilingualism and bilingual education?\",\"answer\":\"Bilingualism is described as the ability or need to use two languages, drawing on academic definitions that range from control of two languages to the presence of two or more languages. Bilingual education is conceptualised as an organized programme using two (or more) languages of instruction to teach subject matter content.\"},{\"question\":\"What educational context challenges do students and teachers face in CIE assessments?\",\"answer\":\"CIE assessment preparation is framed as linguistically and educationally diverse, with many students educated through English. The document discusses bilingual instruction, monolingual instruction through English, monocultural versus multicultural populations, and the resulting need for content teachers to be language aware.\"},{\"question\":\"What four themes guide the CIE bilingual research programme and its assessment focus?\",\"answer\":\"The research programme groups questions into four themes: impact of different teaching environments; impact on teaching and learning processes; impact on learner outcomes; and key assessment issues, including how assessment methods are adapted for bilingual education.\"}]","The Cambridge International Examinations bilingual research agenda - Bilingualism and bilingual education | PDF",1792723416]