Análisis comparativo de la percepción de los docentes sobre los programas bilingües en la Educación Primaria y Secundaria

  1. Durán Martínez, Ramiro 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Any de publicació: 2018

Volum: 29

Número: 3

Pàgines: 865-880

Tipus: Article

DOI: 10.5209/RCED.54066 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista complutense de educación

Resum

The aim of this article is to report on a contrastive analysis between the perceptions of primary and secondary school teachers participating in bilingual programmes. The analysis focuses on three key dimensions of their educational practice: training, available teaching resources and the organization of a bilingual school. To this end, we applied a non-experimental research design using questionnaire studies. The instrument employed was an adaptation of a questionnaire, which was completed by 120 in-service teachers equally divided between these two educational stages. Our data confirm that, although communicative competence in English is higher in secondary teachers, primary teachers have a broader didactic training and are more experienced in bilingual programmes. Both groups agree on considering international links as the most valuable investment, on their lack of enthusiasm towards published CLIL materials and on the importance of providing opportunities to further their training. Statistically significant differences were obtained in aspects such as the importance given to subject content knowledge, their training priorities or the need to be provided with additional teachers. In general terms, primary teachers show a greater methodological awareness with a teaching approach which is closer to CLIL practice, whereas secondary teachers are more concerned with the aspects related to the teaching of subject contents in English.

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