Nivel de satisfacción del alumnado sobre los programas de enseñanza bilingüe en Castilla-La Mancha / Student’s level of satisfaction about the bilingual learning programmes in Castilla-La Mancha
DOI:
https://doi.org/10.17398/1988-8430.33.129Palabras clave:
opinión; alumnado; programas bilingües; Castilla-La Mancha.Resumen
Actualmente la enseñanza bilingüe está muy demandada en España y cada vez hay más familias interesadas en que sus hijos cursen programas bilingües debido a las múltiples ventajas que ofrece (Morales et al., 2013). Sin embargo, más allá de la opinión de las familias, nos parece crucial la opinión del alumnado involucrado en este tipo de docencia. Por ello, este artículo presenta un estudio llevado a cabo con 312 estudiantes de 5º y 6º curso de educación primaria que siguen enseñanzas bilingües (inglés-español) en Castilla-La Mancha. Con los resultados obtenidos, conoceremos las calificaciones de los alumnos implicados, tanto en lengua inglesa como en un área no lingüística (ciencias naturales), así como su opinión y grado de satisfacción sobre el programa bilingüe que se desarrolla en su centro educativo.
Abstract
Nowadays bilingual education is in high demand in Spain and more families are interested in their children participating in bilingual programmes due to the multiple benefits they offer (Morales et al., 2013). However, aside from the parents’ opinions, we consider that the students’ perspective about this type of teaching is crucial. Consequently, this article describes a study carried out in Castilla-La Mancha by 312 students from the 5th and 6th year of bilingual primary education (English- Spanish). We will use the obtained results to discover the students’ marks in English language and in a non-linguistic subject (natural sciences), as well as their opinion and degree of satisfaction about the bilingual programme which is carried out in their educational centres.
Keywords: opinion; students; bilingual programmes; Castilla-La Mancha.
Referencias
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Berger, A. (2016). Learning mathematics bilingually. An Integrated Language and Mathematics Model (ILMM) of word problem solving processes in English as a foreign language. En T. Nikula, E. Dafouz, P. Moore y U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 73-100). Bristol: Multilingual Matters.
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Bialystok, E. (2005). Consequences of bilingualism for cognitive development. En J. Kroll, y A. De Groot, The handbook of bilingualism: Psycholinguistic approaches (pp. 417-431). Oxford: Blackwell.
Cabezas Cabello, J. M. (2010). A SWOT analysis of the Andalusian Plurilingualism Promotion Plan (APPP). En M. L. Pérez Cañado (Ed.), Proceedings of the 23rd GRETA Convention (pp. 83-91). Jaén: Joxman.
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Chaieberras, Z., y Rascón-Moreno, D. (2018). Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain). English Language Teaching, 11 (10), 152-161. doi: https://doi.org/10.5539/elt.v11n10p152.
Dalton-Puffer C. (2007). Discourse in Content and Language Integrated Learning (CLIL). Amsterdam-Philadelphia: John Benjamins Publishing Company. doi: http://doi.org/10.1075/lllt.20.
De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., y Van Mensel, L. (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8 (1), 47-71.
Decreto 47/2017, de 25 de julio, por el que se regula el plan integral de enseñanza de lenguas extranjeras de la comunidad autónoma de Castilla-La Mancha para etapas educativas no universitarias. [2017/9118]. Diario Oficial de Castilla- La Mancha. Toledo, 31 de julio de 2017, nº 147, pp.18603-18612.
Doiz, A., Lasagabaster, D., y Sierra, J. M. (2014). CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal, 42 (2), 209-224.
Falcón, E., y Lorenzo, F. (2015). El desarrollo de la sintaxis compleja en L1y L2 en entornos educativos bilingües (CLIL). Un estudio de caso. E-Aesla, 1, 1-9.
Fernández-Sanjurjo, J., Fernández-Costales, A., y 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, 1-14. doi: https://orcid.org/10.1080/13670050.2017.1294142.
Geoghegan, L. (2018). International posture, motivation and identity in study abroad. En Pérez Vidal, C., López-Serrano, S., Ament, J. y ThomasWilhelm, D. J. (Eds.). Learning context effects: Study abroad, formal instruction and international immersion classrooms (pp.215- 253). Berlín: Language Science Press.
González-Pienda, J.A., Núñez Pérez, J.C., Gónzalez-Pumariega, S., Álvarez, L., Roces, C., y García, M. (2002). A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement. The Journal of Experimental Education, 70 (3), 257-287.
Grisaleña, J., Campo, A., y Alonso, E. (2009). Enseñanza plurilingüe en centros de educación secundaria: análisis de resultados. Revista lberoamericana de Educación, 49 (1), 1-12.
Hajer, M. (2000). Creating a language-promoting classroom: content-area teachers at work. En J. K. Hall, and L. Stoops Verplaetse (Eds.) Second and foreign language learning through classroom interaction (pp. 265-285). Mahwah N.J. and London: Lawrence Erlbaum Associates.
Halbach, A. (2009). The primary school teacher and the challenges of bilingual education. En E. Dafouz y M.C. Guerrini (Eds.), CLIL across educational levels (pp. 19-26). Madrid: Richmond Publishing.
Lancaster, N. (2016). Stakeholder perspectives on CLIL in a monolingual contex, English Language Teaching, 9 (2), 148-177. doi: https://doi.org/10.5539/elt.v9n2p148.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5 (1), 3-18.
Lasagabaster, D., y Doiz, A. (2016). CLIL students’ perceptions of their language learning process: Delving into self-perceived improvement and instructional preferences. Language Awareness, 1-17. Doi: https://doi.org/10.1080/09658416.2015.1122019.
Lorenzo, F., Casal, S., y Moore, P. (2009). The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31 (3), 418-442. doi: http://dx.doi.org/10.1093/applin/amp041.
Louise Oxbrow, G. (2018). Students’ perspectives on CLIL programme development: A quantitative analysis. Porta Linguarum, 29, 137-158.
Madrid, D., y Hughes, S. (2011). Introduction to bilingual and plurilingual education. En D. Madrid y S. Hughes (Eds.), Studies in bilingual education (pp. 17-50). Frankfurt-am-Main: Peter Lang.
Martín-Macho, A., y Faya, F. (2020). L1 in CLIL: the case of Castilla-La Mancha. Tejuelo, 31, 143-174. doi: https://doi.org/10.17398/1988-8430.31.143.
Met, M. (1998). Curriculum decision-making in content-based language teaching. En J. Cenoz y F. Genesee (Eds.), Beyond Bilingualism: Multilingualism and Multilingual Education. Clevedon: Multilingual Matters.
Mohan, B. (1986). Language and Content. Reading, MA: Addison-Wesley.
Morales, J., Calvo, A., y Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of experimental child psychology, 114 (2), 187-202. doi: https://doi.org/10.1016/j.jecp.2012.09.002
Moya Guijarro, A., y Ruiz Cordero, M. B. (2018). Un estudio sobre la diferencia de nivel de competencia lingüística entre alumnos pertenecientes a centros bilingües y no bilingües en la comunidad autónoma de Castilla-La Mancha (España). Revista de Estudios Filológicos, 62, 269–288. doi: https://doi.org/10.4067/S0071-17132018000200269.
Nieto Moreno de Diezmas, E. (2016). The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha. Porta Linguarum, 25, 21-34.
Nieto Moreno de Diezmas, E., y Ruiz Cordero, B. (2018). Evaluación de los programas AICLE en Castilla-La Mancha. En J.L. Ortega-Martín, S.P. Hughes y D. Madrid (Eds.), Influencia de la política educativa de centro en la enseñanza bilingüe en España. (pp. 93-103). Madrid: Ministerio de Educación, Ciencia y Deporte (MECD).
Nyholm, L. (2002). Läsa på engelska. Språkvård, 3, 38-39.
Orden de 07/02/2005, de la Consejería de Educación y Ciencia, por la que se crea el programa de Secciones Europeas en centros públicos de Infantil, Primaria y Secundaria de la Comunidad Autónoma de Castilla La Mancha. Diario Oficial de Castilla-La Mancha. Toledo, 24 de febrero de 2005, nº 40, pp. 3582-3590.
Orden de 16/06/2014, de la Consejería de Educación, Cultura y Deportes, por la que se regulan los programas lingüísticos de los centros de Educación Infantil y Primaria, Secundaria, Bachillerato y Formación Profesional sostenidos con fondos públicos de Castilla- La Mancha. Diario Oficial de Castilla-La Mancha. Toledo, 20 de junio de 2014, nº 117, pp. 16424-16433.
Orden 27/2018, de la Consejería de Educación, Cultura y Deportes, por la que se regulan los proyectos bilingües y plurilingües en las enseñanzas de segundo ciclo de Educación Infantil y Primaria, Secundaria, Bachillerato y Formación Profesional de los centros educativos sostenidos con fondos públicos de la comunidad autónoma de Castilla-La Mancha. Diario Oficial de Castilla-La Mancha. Toledo, 15 de febrero de 2018, nº 33, pp. 4704-4717.
Otwinowska, A. (2014) CLIL teaching in Poland and Finland – reflections from the study visit. Institute of English Studies, University of Warsaw. Disponible en: https://clil.pedagog.uw.edu.pl/dr-agnieszka-otwinowska-kasztelanic-2/.
Pavón, V. (2018). Learning Outcomes in CLIL Programmes: a Comparison of Results between Urban and Rural Environments. Porta Linguarum, 29, 9-28.
Pérez Cañado, M. L. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching Language and Literature, 9 (1), 9–31. doi: https://doi.org/10.5565/rev/jtl3.667.
Pérez-Vidal, C. (2013). Perspectives and Lessons from the Challenge of CLIL Experiences. En C. Abello-Contesse, P. M. Chandler, M. D. López-Jiménez, y R. Chacón-Beltrán (Eds.), Bilingual and Multilingual Education in the 21st Century. Building on Experience (pp. 59–82). Bristol: Multilingual Matters.
Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: Students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18 (1), 45-59. doi: https://doi.org/10.1080/13670050.2013.874972.
Ruiz, M. (2016). Bilingual Education: Experience from Madrid (tesis de maestría). Centro de Estudios Monetarios y Financieros (CEMFI), Madrid. doi: https://doi.org/10.21832/9781783096701-011.
Ruiz Cordero, M.B. (2018a) Assessing English Writing Skills of Students from Bilingual and Non-Bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study. Theory and Practice of Second Language Acquisition, 5 (2), 95–113. doi: https://doi.org/10.31261/tapsla.7658.
Ruiz Cordero, M.B. (2018b). Estudio Comparativo sobre la formación de maestros de inglés en las comunidades autónomas de Castilla-La Mancha y Madrid. Miscelánea, 76 (149), 499-527.
Ruiz de Zarobe, Y. (2013). CLIL implementation: From policy-makers to individual initiatives. International Journal of Bilingual Education and Bilingualism, 16 (3), 231-243. doi: https://doi.org/10.1080/13670050.2013.777383.
San Isidro, X. (2010). An Insight into Galician CLIL: Provision and Results. En D. Lasagabaster y Y. Ruiz de Zarobe (Eds.). CLIL in Spain: Implementation, results and teacher training (pp. 55-78). Newcastle upon Tyne, UK: Cambridge Scholars.
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2021-01-17
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Tejuelo se publica bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
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Nivel de satisfacción del alumnado sobre los programas de enseñanza bilingüe en Castilla-La Mancha / Student’s level of satisfaction about the bilingual learning programmes in Castilla-La Mancha. (2021). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 33, 129-160. https://doi.org/10.17398/1988-8430.33.129
