We believe that programs tailored to the English skills these children already posses will better enable them to use written and spoken English with the same depth and breadth of skills and purposes for which they are being educated to use Catalan. We believe that fostering a multilingual, cosmopolitan identity in these children, both as learners and as future citizens, will be of incalculable benefit to Catalan society as it meets the challenges of a knowledge-based, globalized economy whose lingua franca is English.
We believe that publicly funded schools should stream children who are native or near-native speakers of English into enriched, content-based English classes. This would entail the setting up of magnet programs attracting students from several schools.
In the long term, we would like to lobby for public funding of education on the two-way immersion model (http://www.cal.org/twi/index.htm), adapted to the Catalan social and policy context. Two-language immersion schooling is a well-established option in publicly funded primary and secondary education in many U.S. and Canadian cities, notably New York, San Francisco, and Vancouver, as well as the Netherlands, Finland, Sweden, Denmark, and some German Länder. (In France, the sections internationales provide a lower percentage of classroom time in the second language of instruction.) It often involves quotas of native speakers to ensure the viability of both languages as languages of socialization, and graduates fully bilingual individuals who academically out-perform students from other schools. As an added benefit, it creates a far more attractive environment for both foreign companies and foreign researchers.