Towards the improvement of bilingual education in AndalusiaThe Language Assistant perspective

  1. Gabriel H. Travé González
  2. Ian Paolo Vinluan
  3. Antonio Soto Rosales
Revista:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Any de publicació: 2023

Volum: 25

Volum: 2

Pàgines: 165-182

Tipus: Article

DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista Fuentes

Resum

Bilingual education is present through a wide network of Andalusian centers in which foreign Language Assistants (LAs) perform their duties. The study investigates LAs´ representations of the teaching/learning processes that take place in bilingual classrooms, documenting their suggestions for improvement. A questionnaire with 81 items was designed and sent to all bilingual centers, with a total of 279 responses. The analysis of the quantitative data was undertaken through SPSS and the qualitative information was codified using ATLAS.ti. Among the results, three emerging categories stand out for the improvement of bilingual teaching, ideas linked to a) Content and Language Integrated Learning (CLIL) approach, b) classroom methodology, and c) the role of languages. The CLIL approach is positively evaluated, although LAs consider the need for an adjustment on the use of the foreign language according to the difficulty of the subject content. Regarding classroom methodology, teaching practices are described as teacher-centered, together with a considerable dependence on the textbook. Pertaining to the use of languages, the prominent role of the Spanish language is attested, intensified in cases in which teachers’ and students´ foreign language competence is lower. The conclusions point to the relevance of reinforcing the methodological and linguistic dimensions, thus requiring renewed efforts in terms of initial and ongoing teacher training.

Referències bibliogràfiques

  • Brindusa, A., Cabrales, A., & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: the impact beyond foreign language learning. Economic Inquiry, 54(2), 1202-1223. https://doi.org/10.1111/ecin.12305
  • Campillo, J. M., Sánchez, R., & Miralles, P. (2019). Primary Teachers' Perceptions of CLIL Implementation in Spain. English Language Teaching, 12(4), 149-156. https://dx.doi.org/10.5539/elt.v12n4p149
  • Consejería de Educación de Andalucía (2011). ORDEN de 28 de junio de 2011, por la que se regula la enseñanza bilingüe en los centros docentes de la Comunidad Autónoma de Andalucía. Retrieved from https://bit.ly/3GceN6a
  • Coyle, D. (2008). CLIL: A Pedagogical Approach from the European Perspective. In N. Van Deusen-Scholl & N. Hornberger (Eds.). Encyclopedia of Language and Education (97–111). Springer.
  • Durán-Martínez, R., & Beltrán-Llavador, F. (2020). Key issues in teachers’ assessment of primary education bilingual programs in Spain. International Journal of Bilingual Education and Bilingualism, 23(2), 170–183. https://doi.org/10.1080/13670050.2017.1345851
  • Ellis, R. (2016). Focus on form: A critical review. Language teaching research, 20(3), 405-428. https://doi.org/10.1177/1362168816628627
  • Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias-Blanco, J. M. (2017). Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain, International Journal of Bilingual Education and Bilingualism, http://doi.org/10.1080/13670050.2017.1294142
  • Hughes, S. P., & Madrid, D. (2020). The effects of CLIL on content knowledge in monolingual contexts. The Language Learning Journal, 48(1), 48-59. https://doi.org/10.1080/09571736.2019.1671483
  • Lancaster, N. (2016). Stakeholder perspectives on CLIL in a monolingual context. English Language Teaching, 9(2), 148–177. https://doi.org/10.5539/elt.v9n2p148
  • Lasagabaster, D., & Doiz, A. (2016). CLIL students’ perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness, 25(1–2), 110-126. https://doi.org/10.1080/09658416.2015.1122019
  • Laupenmühlen, J. (2012). Making the most of L1 in CL (1+2) IL. In D. Marsh & O. Meyer (Eds.), Quality interfaces: Examining evidence & exploring solutions in CLIL (pp. 237-251). Eichstaett: Eichstaett Academic Press.
  • Lebart, L., Morineau, A. & Warwick, K. M. (1984). Multivariate Descriptive Statistical Analysis. John Wiley & Sons.
  • Litzler, M. F. (2020). Native English speakers in Madrid’s classrooms: Difficulties reported by assistants. Tejuelo, 31, 47-76. http://doi.org/10.17398/1988-8430.31.47
  • Lin, A. M.Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89. https://doi.org/10.1080/07908318.2014.1000926
  • Llaneza-Villanueva, J. A. (2016). El ayudante lingüístico en los primeros años de la implantación de un programa AICLE y su proyección en el aula de primaria. [Unpublished Doctoral Thesis, Universidad Complutense de Madrid]. Retrieved from https://eprints.ucm.es/id/eprint/40526
  • Lorenzo, F. (2019). Educación Bilingüe en Andalucía. Informe de gestión, competencias y organización. Agencia Andaluza de Evaluación Educativa (AGAEVE). Sevilla: Consejería de Educación.
  • Madrid, D., & Pérez-Cañado, M. L. (2018). Innovations and Challenges in Attending to Diversity through CLIL, Theory Into Practice, 57:3, 241-249. https://doi.org/10.1080/00405841.2018.1492237
  • Martínez-Agudo, J. D. (2019). Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context. Linguistics and Education, 51, 69-78. https://doi.org/10.1016/j.linged.2019.04.008
  • Méndez-García, M. D. C., & Pavón-Vázquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism, 15(5), 573-592. http://dx.doi.org/10.1080/13670050.2012.670195
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications, Inc.
  • Montalbán, J. (2016). Improving students’ reading habits and solving their early performance cost exposure: evidence from a bilingual high school program in the Region of Madrid. Paris School of Economics. https://bit.ly/3bguLj4
  • Pavón, V. (2018). La controversia de la educación bilingüe en España. Revista Tribuna Norteamericana, (26), 20-27. Retrieved from https://bit.ly/3A0bETW
  • Pavón, V.., Lancaster, N., & Bretones, C. (2019). Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. The Language Learning Journal, 48(1), 81-98. https://doi.org/10.1080/09571736.2019.1642940
  • Pérez-Cañado, M. L. (2014). Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2014.980778
  • Pérez-Cañado, M. L. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39:2, 202-221. https://doi.org/10.1080/02619768.2016.1138104
  • Pérez-Cañado, M. L. (2018). The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction, 57, 18-33. https://doi.org/10.1016/j.learninstruc.2017.12.002
  • Pérez-Cañado, M. L. (2020). “CLIL and Elitism: Myth or Reality?” Language Learning Journal, 48(1), 1-14. https://doi.org/10.1080/09571736.2020.1695622
  • Porcedda, M. E., & González-Martínez, J. (2020). CLIL teacher training: lacks and suggestions from a systematic literature review. Enseñanza & Teaching, 38, 49-68. https://doi.org/10.14201/et20203814968
  • Rodríguez-Sabiote, C., Madrid, D., Ortega-Martín, J. L., & Hughes, S. P. (2018). Resultados y conclusiones sobre la calidad de los programas AICLE en España. In J. L. Ortega-Martín, S. P., Hughes. & D. Madrid (Eds.) Influencia de la política educativa de centro en la enseñanza bilingüe en España (pp. 141–160). Ministerio de Educación, Cultura y Deporte: Fundación British Council.
  • San-Isidro, X., & Lasagabaster, D. (2020). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. The Language Learning Journal, 50(1), 119-134. https://doi.org/10.1080/09571736.2020.1724185
  • Sanz-Trigueros, F. J., & Guillén-Díaz, C. (2021). Adaptación y desarrollo profesional docente de los especialistas de la enseñanza bilingüe. Revista Fuentes, 23(1), 27-40. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11572
  • Sánchez-Torres, J. (2014). Los papeles que desempeñan el “auxiliar de conversación” y el “profesor-coordinador” en centros bilingües español/inglés de Sevilla. Un estudio empírico de casos. (Unpublished Doctoral Thesis). University of Sevilla. Retrieved from https://bit.ly/3oRpKR5
  • Sánchez-Torres, J. (2020). Needs of the ‘Bilingual Schools' Program in Andalusia Regarding EFL Classrooms and Language Assistants. In Handbook of Research on Bilingual and Intercultural Education (pp. 44-70). IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch069
  • Senra-Silva, I. (2021). A study on CLIL secondary school teachers in Spain: Views, concerns, and needs. Complutense Journal of English Studies, 29, 49-68. https://dx.doi.org/10.5209/cjes.76068
  • Swain, M., Kirkpatrick, A., & Cummins, J. (2011). How to have a guilt-free life using Cantonese in the English class. A handbook for the English language teacher in Hong Kong. Hong Kong: Research Centre into Language Acquisition and Education in Multilingual Societies. Institute of Education. Retrieved from https://bit.ly/3FYrdgz
  • Szczesniak, A., & Muñoz-Luna, R. (2022). Percepciones de los profesores sobre el Aprendizaje Integrado de Contenidos y Lenguas en los centros de primaria de Andalucía. Porta Linguarum, 37, 237-257. https://doi.org/10.30827/portalin.vi37.18414
  • Travé, G. (H.) y Soto, A. (2014). La enseñanza bilingüe según el profesorado de primaria. Características, facilitadores y dificultades. Investigación en la escuela, 84, 73-86. http://dx.doi.org/10.12795/IE.2014.i84.06
  • Travé, G. H., Soto, A. y Vinluan, I. P. (2023). El programa de enseñanza bilingüe en Andalucía según los auxiliares de conversación. Revista de Investigación Educativa, 41(1), 69-85. https://doi.org/10.6018/rie.495781
Fuente de los datos: Dialnet