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Frequently questions





    Bilingual education is of great importance from various perspectives. The majority of families choose a bilingual school for their children for many reasons, among them the fact that the learning of a second language or double schooling are generally offered by this kind of school.

     Nonetheless, we must observe an aspect that few take into account: bilingualism not only meets the need to master a second language, but also provides the reward of understanding the culture in which that language originated.

     In Glasgow College we promote a BILINGUAL INTERCULTURAL EDUCATION, geared towards a method of teaching where language is incorporated into culture. Through the learning of a language, the pupils expand their knowledge, also reaching an understanding of the way of life, the customs and the festivals of the populations that speak it.

     We cannot deny that in reality the main benefit of teaching a second language continues to be that the pupil can then communicate in that language. But this must not be limited to a matter of linguistic competence, but rather must also take into account the relationship that exists between the language and all that the cultural practices involve. The objective would be to be able to encourage the pupils to become aware of their own culture and identity, as well as of the existence of other cultures who view us from a different perspective. Their participation in intercultural relations will be essential for the fulfilment of this objective.

     Through bilingual education, it is also true that different cognitive abilities are encouraged. Amongst others are the capacity for abstract thought, the ability to manage different linguistic and cultural concepts, improvement in reading ability and the ability to maintain communication in one’s own language and in another.

     Today, a foreign language should not be used exclusively as an instrument of communication, but also as an instrument that allows us to acquire other areas of knowledge, whether these are other disciplines or intercultural understanding.

     It must also be underlined that if the pupils do indeed acquire true mastery of the English language, the bilingual child will not necessarily have exactly the same fluency in his or her second language as in the mother tongue. A bilingual person is not the equivalent of two monolingual people in one. There exists a unique combination of two languages that are simultaneously separated and integrated into the same single system of thought.



    Glasgow College is one of the only bilingual institutions in its sphere of influence with an official resolution number granted by the Ministry of Education from Kindergarten level.




    The Bilingual Project therefore begins at two years of age, a time when the child learns by playing and singing. Throughout the crèche phase of kindergarten, the process of assimilating a new language begins by means of games and other recreational activities. 

    At the pre-school phase (5 years of age) the daily session is longer and aural exposure, as well as use of the language, is intensified. The small children gradually familiarise themselves with the second language. They acquire it subconsciously through games and concrete situations without worrying about errors or finding the exact words.

    From Basic Primary Education onwards, continuing into Secondary Education, the pupil explores the language through different areas such as Language, Mathematics, Social and Natural Sciences and Information Technology, applying it both orally and in writing.





     The international exams are provided by the University of Cambridge, an institution whose academic prestige is recognised worldwide. Glasgow College is an authorised centre in Bella Vista and the surrounding area. 


       During Basic Primary Education the pupils take their first International Exams: Movers in 3rd form and Flyers in 5th form.

       In 2nd year of Secondary education the pupils take the PET (Preliminary English Test), an exam that certifies a command of the spoken language in everyday situations, in casual and complex conversations, and the consolidation of the processes of reading and writing. At the end of the 4th year, the pupils are ready to take the FCE (First Certificate Exam), a qualification that guarantees an ability to use the oral and written language in specific situations. This level also guarantees an ability to use the language with native speakers.


       From the 5th year of the Secondary Level the pupils begin the IGCSE (International General Certificate of Secondary Education), which is an International Study Plan created to promote the high performance of pupils in specific subjects. The results attained in these subjects will allow the pupil to acquire the AICE Diploma (Advanced International Certificate of Education), thereby gaining an international pre-university level.



Do students travel to put their English into practice?


Within our bilingual educational project, our students enjoy throughout their schooling the opportunity to make two trips. Both of them allow children and teens to practise their English as well as to treasure an unforgettable experience to widen their social and cultural horizons.

At the end of their Primary Education sixth formers participate in a four-day English Immersion Program in the city of Cordoba. They are in contact with the foreign language 24 hours which enriches their command of English. Together with teachers and school Heads, our pupils take part in a wide variety of activities, as if they were living in an English speaking country.

Our senior students in Secondary School are offered the opportunity to travel to London and Glasgow - city which gives its name to our institution-.  Always accompanied by Glasgow College authorities, our students attend an in- campus-two- week course to study at a University or College in London. Numerous excursions to sightsee the city complement their language program. Furthermore, once in Glasgow, students visit the different attractions and tourist spots of the city.




       Yes, from 4th form of Basic Primary Education the pupils of Glasgow College learn Portuguese as a third language. We  believe that, given the entry of our country into the MERCOSUR, the learning of the Portuguese language, like that of English, constitutes a fundamental tool for the making of a successful professional future, not only on a local level but also at regional and international level, in a world of globalisation. 

      As with the learning of English, the objective of the teaching of Portuguese is not simply to teach how to communicate in a foreign language, but also to help the pupils to learn about the culture and customs of the countries in which the language is spoken.

      CELPE-Bras ( Certificado de Proficiência em Língua Portuguesa para Estrangeiros or Certificate of Proficiency in Portuguese for Foreigners) is the only certificate of proficiency in Brazilian Portuguese as a Foreign Language officially recognized and developed by the Brazilian Ministry of Education (MEC).

      The CELPE-Bras exam is administered in Brazil as well as other countries, such as Germany, Chile, Japan and Argentina, with the support of the Brazilian Ministry of International Relations (MRE). Internationally speaking, it is similarly requested by prestigious companies and universities to certify command of the Portuguese Language. Furthermore, CELPE-bras is a prerequisite to attend grade and post grade Brazilian universities courses.

       CELPE-Bras assesses the four modes of Brazilian Portuguese in four levels: Intermediate, High Intermediate, Advanced and High Advanced.  This certificate does not expire and has been validated by the Argentinean Ministry of Education since 2004.




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