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Both terms, bilingual and multilingual education, refer to structures and strategies of teaching and learning, which differ from the concept of language education in mainstream education. This is the case at least in the education systems of those nation-states which are founded according to the classical concept of nation – that is, the concept developed in the 18th and 19th centuries. In these states, monolingual education is considered as the norm; bi- or multilingual education are seen as exceptions. The article first presents the historical background of the monolingual self-conception of education. Against this backdrop, concepts of bilingual education are presented, and the question of what research results are available on their effects and effectiveness is explored. The paper concludes with more recent developments on multilingual education and the state of research related to them.
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