Intercultural Education Through Spanish Secondary Bilingual and Non-Bilingual Students’ Eyes: Perceptions, Benefits, and Future Impact

Placed in the broader discourse on Intercultural Citizenship Education (ICitE) this study explores the anticipated impact of bilingual education (BE) on intercultural competence (IC) and global civic orientations associated with intercultural citizenship (ICit) among students in their final year of secondary school (4th-year ESO) in Spain, focusing on differences in perceptions between bilingual and non-bilingual participants. A quantitative methodology was employed, utilising a closed-ended validated questionnaire administered to 2187 students from bilingual and non-bilingual settings across the whole country. The results reveal that bilingual students perceive BE as beneficial for their IC, whereas their monolingual counterparts assign less such utility to BE. We conclude that even though intercultural education is not explicitly taught in the curriculum, it is implicit in bilingual education programmes due to the positioning of the additional language as a medium and lived daily practice with tangible outcomes rather than an academic requirement. We also discovered that within the bilingual students’ group there are lower expectations regarding BE’s impact on the anticipated development of their global civic identity compared to intercultural awareness. The findings indicate that BE offers a context naturally conducive to IC development and has potential for fostering ICit which appears to be untapped. This study has implications for the discussion on the role of BE in education for the 21st century and urges stakeholders to address BE affordances for nurturing ICit by adding the critical citizenship component to it as proposed in the Intercultural Citizenship Education framework.