Key issues in teachers’ assessment of primary education bilingual programs in Spain

Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training...

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Detalhes bibliográficos
Autores: Durán Martínez, Ramiro, Beltrán Llavador, Fernando
Formato: artículo
Estado:Versión enviada para evaluación y publicación
Fecha de publicación:2020
País:España
Recursos:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/160720
Acesso em linha:http://hdl.handle.net/10366/160720
Access Level:acceso abierto
Palavra-chave:Bilingual education
CLIL
School organization
Training
Resources
Assessment
5701.03 Bilingüismo
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repository_id_str
spelling Key issues in teachers’ assessment of primary education bilingual programs in SpainDurán Martínez, RamiroBeltrán Llavador, FernandoBilingual educationCLILSchool organizationTrainingResourcesAssessment5701.03 BilingüismoBilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school organization, and overall assessment of the initiative. We present qualitative data drawn from 97 teachers on the eight most frequently mentioned aspects of each area. Regarding training, teachers express the need for higher linguistic competence, greater investment in lifelong learning schemes, and further opportunities to contact with native speakers. As for resources, most teachers show a lack of enthusiasm with published coursebooks parallel to a growing confidence in their own materials. Teachers also claim that organizational improvements involve split groups and greater coordination. In spite of admitted difficulties, they highlight the fact that bilingual programs yield tangible outcomes such as children’s improvement of their competence in English, parents’ greater demand of schools with bilingual programs, and the deployment of more dynamic methodologies.Taylor and Francis202420242020info:eu-repo/semantics/articleinfo:eu-repo/semantics/submittedVersionhttp://hdl.handle.net/10366/160720reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)InglésAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1607202026-06-07T06:28:51Z
dc.title.none.fl_str_mv Key issues in teachers’ assessment of primary education bilingual programs in Spain
title Key issues in teachers’ assessment of primary education bilingual programs in Spain
spellingShingle Key issues in teachers’ assessment of primary education bilingual programs in Spain
Durán Martínez, Ramiro
Bilingual education
CLIL
School organization
Training
Resources
Assessment
5701.03 Bilingüismo
title_short Key issues in teachers’ assessment of primary education bilingual programs in Spain
title_full Key issues in teachers’ assessment of primary education bilingual programs in Spain
title_fullStr Key issues in teachers’ assessment of primary education bilingual programs in Spain
title_full_unstemmed Key issues in teachers’ assessment of primary education bilingual programs in Spain
title_sort Key issues in teachers’ assessment of primary education bilingual programs in Spain
dc.creator.none.fl_str_mv Durán Martínez, Ramiro
Beltrán Llavador, Fernando
author Durán Martínez, Ramiro
author_facet Durán Martínez, Ramiro
Beltrán Llavador, Fernando
author_role author
author2 Beltrán Llavador, Fernando
author2_role author
dc.subject.none.fl_str_mv Bilingual education
CLIL
School organization
Training
Resources
Assessment
5701.03 Bilingüismo
topic Bilingual education
CLIL
School organization
Training
Resources
Assessment
5701.03 Bilingüismo
description Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school organization, and overall assessment of the initiative. We present qualitative data drawn from 97 teachers on the eight most frequently mentioned aspects of each area. Regarding training, teachers express the need for higher linguistic competence, greater investment in lifelong learning schemes, and further opportunities to contact with native speakers. As for resources, most teachers show a lack of enthusiasm with published coursebooks parallel to a growing confidence in their own materials. Teachers also claim that organizational improvements involve split groups and greater coordination. In spite of admitted difficulties, they highlight the fact that bilingual programs yield tangible outcomes such as children’s improvement of their competence in English, parents’ greater demand of schools with bilingual programs, and the deployment of more dynamic methodologies.
publishDate 2020
dc.date.none.fl_str_mv 2020
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/submittedVersion
format article
status_str submittedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/160720
url http://hdl.handle.net/10366/160720
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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