Versión de HTML Básico
revista
de la Universidad Latina de México
47
supposed to be looked after and managed properly, with a
reduction of the work load at the beginning. This means that
they should be supported by the system as it happens in
Italy, Germany and Spain, for example, that is, the European
Union (D. Marsh, Cambridge University Press ELT interview,
11th November, 2010).
The multiplicity of application models require that both
national and regional contexts are taken into consideration
ever since it will not be the same to implement this approach
in the European countries than to apply it in Mexico or other
Latin American countries. The reason is basically that there
exist social and cultural differences which are in strong
relationship with linguistic diversity and attitudes to English.
As Baetens-Beardsmore (1993, in Coyle, 2008) comments
there is no model for export even though sharing ideas and
collaboration turn out to be essential.
The globalization of English has led to a crisis where there
is not a precise difference among “native speaker”, “second
language speaker” and “foreign-language user”. The number
of people who are learning the language worldwide is widely
expanding even though it contradicts, in a way, the “concept
of linguistic imperialism” as proposed by Robert Phillipson
in 1992. Moreover, there is also an internationally perceived
anti-Americanism since the end of the Cold War (Graddol,
2006). Furthermore, there is a worldwide tendency to foster
plurilingualism since it seems that it is not enough to speak
two languages in order to communicate. Consequently,
having the opportunity of teaching some subjects in L2 can
be considered a positive way to foster students´ Cognitive
Academic Language Proficiency (CALP) through the four