Many studies have shown that most pupils attending bilingual programmes develop much higher levels of foreign language proficiency than pupils in regular foreign language lessons. In this paper, we will first illustrate similarities and differences between teaching strategies used in regular English lessons and in bilingual programmes. Then we will summarize the results of studies examining questions that teachers,
parents and school administrators are often concerned about. These questions include the following: Do pupils in bilingual programmes show deficits in the development of their native language or in the development of subject knowledge? Are bilingual programmes also suitable for children from migrant backgrounds and for children who are at risk of poor academic achievement? Finally, we will discuss how children who attended a bilingual programme in primary school can be supported in secondary school.