Key Issues in Teachers' Assessment of Primary Education Bilingual Programs in Spain

Autor/inn/en	Durán-Martínez, Ramiro; Beltrán-Llavador, Fernando
Titel	Key Issues in Teachers' Assessment of Primary Education Bilingual Programs in Spain
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 2, S.170-183 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Durán-Martínez, Ramiro) ORCID (Beltrán-Llavador, Fernando)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1345851
Schlagwörter	Teacher Attitudes; Bilingual Education; Program Effectiveness; Foreign Countries; Elementary School Teachers; Native Speakers; English (Second Language); School Organization; Language Proficiency; Educational Needs; Textbook Content; Spanish; Course Content; Second Language Instruction; Educational Demand; Spain + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bilingual teaching; Bilingualer Unterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; School organisation; Schulorganisation; Language skill; Language skills; Sprachkompetenz; Educational need; Bildungsbedarf; Lehrbuchtext; Spanisch; Kursprogramm; Fremdsprachenunterricht; Bildungsanforderung; Bildungsnachfrage; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01