Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts

This paper presents qualitative and quantitative results of a research study carried out in order to examine families’, teachers’ and students’ attitudes towards bilingualism and bilingual education in monolingual contexts. Five schools from four European countries, namely Italy, Spain, Lithuania an...

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Autores: Senra Silva, Inmaculada, Ardura Martínez, Diego, Chacón Beltrán, Manuel Rubén
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/179837
Acceso en línea:https://hdl.handle.net/11441/179837
https://doi.org/10.12795/elia.2025.i25.2
Access Level:acceso abierto
Palabra clave:bilingual education
attitudes
families
students
teachers
educación bilingüe
actitudes
familias
estudiantes
profesorado
id ES_b4b01e6e69beb84e04d4976f6014a433
oai_identifier_str oai:idus.us.es:11441/179837
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
Actitudes de las familias, estudiantes y profesorado hacia la educación bilingüe: Lecciones que aprender de contextos bilingües
title Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
spellingShingle Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
Senra Silva, Inmaculada
bilingual education
attitudes
families
students
teachers
educación bilingüe
actitudes
familias
estudiantes
profesorado
title_short Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
title_full Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
title_fullStr Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
title_full_unstemmed Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
title_sort Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts
dc.creator.none.fl_str_mv Senra Silva, Inmaculada
Ardura Martínez, Diego
Chacón Beltrán, Manuel Rubén
author Senra Silva, Inmaculada
author_facet Senra Silva, Inmaculada
Ardura Martínez, Diego
Chacón Beltrán, Manuel Rubén
author_role author
author2 Ardura Martínez, Diego
Chacón Beltrán, Manuel Rubén
author2_role author
author
dc.contributor.none.fl_str_mv Filología Inglesa (Lengua Inglesa)
dc.subject.none.fl_str_mv bilingual education
attitudes
families
students
teachers
educación bilingüe
actitudes
familias
estudiantes
profesorado
topic bilingual education
attitudes
families
students
teachers
educación bilingüe
actitudes
familias
estudiantes
profesorado
description This paper presents qualitative and quantitative results of a research study carried out in order to examine families’, teachers’ and students’ attitudes towards bilingualism and bilingual education in monolingual contexts. Five schools from four European countries, namely Italy, Spain, Lithuania and Romania, took part in this research. Two schools had a bilingual/multilingual immediate social context or historical background – those in Lithuania and Romania – and three schools were embedded into a monolingual social context in Spain and Italy. With the aim of collecting data on these stakeholders’ attitudes towards bilingualism and bilingual education, a mixed method approach was followed. A questionnaire was distributed to 499 parents, 892 students and 476 teachers all involved in bilingual education programmes in these four countries. The statistical analysis was a computerised data analysis carried out using SPSS. Furthermore, 48 interviews were conducted with parents, teachers and members of the school boards. They were then analysed with the software ATLAS.ti. The results show differences in the way stakeholders in a bilingual/multilingual context or/and background approach bilingualism and bilingual education as compared to those in a monolingual context, as the attitudinal component is of paramount importance to approach successful bilingual education. The conclusions of this study enrich the academic discussion on the role of families, students, teachers, and school administrators in bilingual education programmes across Europe.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/179837
https://doi.org/10.12795/elia.2025.i25.2
url https://hdl.handle.net/11441/179837
https://doi.org/10.12795/elia.2025.i25.2
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv ELIA (Estudios de Lingüística Inglesa Aplicada), 25, 43-72.
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad de Sevilla
publisher.none.fl_str_mv Universidad de Sevilla
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual ContextsActitudes de las familias, estudiantes y profesorado hacia la educación bilingüe: Lecciones que aprender de contextos bilingüesSenra Silva, InmaculadaArdura Martínez, DiegoChacón Beltrán, Manuel Rubénbilingual educationattitudesfamiliesstudentsteacherseducación bilingüeactitudesfamiliasestudiantesprofesoradoThis paper presents qualitative and quantitative results of a research study carried out in order to examine families’, teachers’ and students’ attitudes towards bilingualism and bilingual education in monolingual contexts. Five schools from four European countries, namely Italy, Spain, Lithuania and Romania, took part in this research. Two schools had a bilingual/multilingual immediate social context or historical background – those in Lithuania and Romania – and three schools were embedded into a monolingual social context in Spain and Italy. With the aim of collecting data on these stakeholders’ attitudes towards bilingualism and bilingual education, a mixed method approach was followed. A questionnaire was distributed to 499 parents, 892 students and 476 teachers all involved in bilingual education programmes in these four countries. The statistical analysis was a computerised data analysis carried out using SPSS. Furthermore, 48 interviews were conducted with parents, teachers and members of the school boards. They were then analysed with the software ATLAS.ti. The results show differences in the way stakeholders in a bilingual/multilingual context or/and background approach bilingualism and bilingual education as compared to those in a monolingual context, as the attitudinal component is of paramount importance to approach successful bilingual education. The conclusions of this study enrich the academic discussion on the role of families, students, teachers, and school administrators in bilingual education programmes across Europe.Este artículo presenta los resultados cualitativos y cuantitativos de un estudio de investigación realizado para examinar las actitudes de familias, profesorado, y estudiantado hacia el bilingüismo y la educación bilingüe en contextos monolingües. Cinco centros de cuatro países europeos, concretamente Italia, España, Lituania y Rumania, participaron en esta investigación. Los centros en Lituania y Rumanía tenían un contexto social inmediato o antecedentes históricos bilingües/multilingües, mientras que tres centros escolares estaban integrados en un contexto social monolingüe en España e Italia. Con el objetivo de recopilar datos sobre las actitudes de estos grupos hacia el bilingüismo y la educación bilingüe, se siguió un enfoque de métodos mixtos. Se distribuyó un cuestionario a 499 padres, 892 estudiantes y 476 profesores, todos involucrados en programas de educación bilingüe en estos cuatro países. El análisis estadístico se realizó mediante un análisis de datos informatizado utilizando SPSS. Además, se llevaron a cabo 48 entrevistas con padres, profesores y equipos directivos, las cuales fueron analizadas con el software ATLAS.ti. Los resultados muestran diferencias en la forma en que estos grupos en un contexto y/o con antecedentes bilingües/multilingües abordan el bilingüismo y la educación bilingüe en comparación con aquellos en un contexto monolingüe, dado que el componente actitudinal es de suma importancia para abordar una educación bilingüe exitosa. Las conclusiones de este estudio enriquecen la discusión académica sobre el papel de las familias, el estudiantado, el profesorado y los equipos directivos en los programas de educación bilingüe en toda Europa.Universidad de SevillaFilología Inglesa (Lengua Inglesa)2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/179837https://doi.org/10.12795/elia.2025.i25.2reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésELIA (Estudios de Lingüística Inglesa Aplicada), 25, 43-72.info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1798372026-06-17T12:51:07Z
score 15.198674

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