Perception of the bilingual program by secondary education content teachers
Twelve years have passed since the English-Spanish Bilingual Program was launched in Secondary Education in Madrid as a result of a European policy to respond to the need to know more than one language for mobility, cooperation and mutual understanding across borders. The impact of this system, its...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | español |
| OAI Identifier: | oai:ebuah.uah.es:10017/59731 |
| Acceso en línea: | http://hdl.handle.net/10017/59731 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL Bilingual Education Content teacher Teacher training Teacher perception Filología Educación Philology |
| Sumario: | Twelve years have passed since the English-Spanish Bilingual Program was launched in Secondary Education in Madrid as a result of a European policy to respond to the need to know more than one language for mobility, cooperation and mutual understanding across borders. The impact of this system, its strengths and weaknesses, have been evaluated mainly from the student’s point of view, concerning their academic results. Studies that take into account the opinion of teachers are gradually gaining importance in research. This is not surprising, as teachers are the mediators between theory and practice, and are ultimately responsible for the actual implementation of the Program in the classroom. The great boom of this educational approach makes it necessary to have more and more teachers of subjects that teach their curriculum in English. The formal requirements for this type of teacher to work in the Bilingual Program have been reduced, and it is not necessary now to accredited training in Content and Language Integrated Learning methodology. This raises several concerns, such as the absence of teacher education per se and the possible effect of a lack of homogeneity in its implementation. With this study, we have given voice to 134 teachers from the Community of Madrid. We know how they perceive what happens in the CLIL classroom based on their daily practice, we reflect on their training and the relationship it has with their perception of the Bilingual Program. Let us not forget that what we believe in has direct consequences on the productivity and effectiveness of our work. We have found that a CLIL teacher with good training has a better perception of the Bilingual Program. This is a useful result to urge the Administration and Institutions to increase and adapt their training offer according to the real needs of teachers. Having teachers who believe in the Bilingual Program is encouraging for the future of the Bilingual Program in general. |
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