A Regional Assessment of Bilingual Programmes in Primary and Secondary Schools: the Teachers’ Views

Ramiro Durán Martínez

30 citations0/0 files storedPorta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

This article analyses the teachers' assessment of bilingual sections in Castile and León's schools after seven years of implementation.Results are drawn from the analysis of a questionnaire filled out by 151 teachers on three dimensions: training, teaching resources, and impact of the initiative.Our study reveals that the teachers' high degree of satisfaction concerning initial training is not incompatible with their perceived need for continuous professional development.Amongst the most profitable areas of investment, international links are ranked first.In spite of its costs, 92% consider bilingual sections a worthwhile educational initiative with manifold benefits for the school community.

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References

2010CLIL: Content and Language Integrated Learning 2008Uncovering CLIL : content and language integrated learning in bilingual and multilingual education 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project 2011CLIL in Spain: Implementation, Results and Teacher Training 2011Is CLIL so beneficial, or just selective? Re-evaluating some of the research 2010CLIL in Spain: Implementation, Results and Teacher Training 2010Teachers' concerns and uncertainties about the introduction of CLIL programmes 2008Teacher beliefs in a CLIL education project

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2020CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review 2016What makes CLIL leadership effective? A case study 2018Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement 2022Teachers’ Needs and Professional Development: A Systematic Review 2020What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019)

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