Conclusions

Based on the analysis carried out in this unit, it was found that there is great relevance for bilingual institutions to become aware of the differential use of the two languages in the school context, not only as an obligation but also in the pedagogical practices in the classroom, making it visible through significant activities, through the development of effective strategies to promote not only a good level of bilingual linguistic proficiency but also a complete development in the different areas that a person needs to develop in their daily routine.

On the other hand, it is necessary to give importance to the construction of the student's identity in the teaching-learning process that involves, in some way, contact with two or more languages and cultures, taking into account that language can be a cultural practice produced and reproduced through the daily experiences in which the student is involved.

For defining a person as bilingual we should review his/her language history. We need to study what languages know and how those languages are used for several years. That is because it is possible to forget a language and acquire a new one during the same period of time. By another hand, the biculturals adapt to two or more cultures. They behave, work, and engage in their context like a native. That means they are able to recognize the features of a foreign culture to take part in it.

Finally, check if students who learn a second language are only becoming bilingual or if, on the contrary, they are developing a biculturalism hand by hand with bilingualism, since in a job they only give relevance to the individual being bilingual and being able to communicate in a foreign language, without taking into account that they can face cultural contexts that could arise at any time in their working life, to which they were never exposed while they were learning a foreign language.