Implementación de los programas bilingües en educación primariaestrategias de enseñanza y evaluación

  1. María José Bolarín Martínez 1
  2. Mónica Porto Currás 1
  3. María Lova Mellado 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 CEIP San Francisco, Jumilla- Murcia
Aldizkaria:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Argitalpen urtea: 2019

Zenbakien izenburua: Bilingualism and Bilingual Education : New Approaches and Challenges

Zenbakia: 1

Orrialdeak: 207-234

Mota: Artikulua

DOI: 10.12795/ELIA.MON.2019.I1.09 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Elia: Estudios de lingüística inglesa aplicada

Garapen Iraunkorreko Helburuak

Laburpena

This article aims to provide a reflective analysis about the implementation of bilingual programs in the classroom. A qualitative research methodology, eminently descriptive, and open-ended interviews as a tool for collecting information have been used. The formulation of open-ended questions, with a medium-low structural level, allowed us to know the ideas, beliefs and opinions of the interviewees about the teaching strategies and forms of assessment used in the Primary Education classrooms. This interview was carried out with 78 teachers, from both public and private schools, attending a stratified sampling that allowed us to reach 21% of the centres that had developed bilingual programs in the Community of Murcia when the research took place. The information obtained was classified in different categories and, from this categorization the analysis was carried out by the program of qualitative data analysis MAXQDA version 10. The main results show that the implementation of bilingual education involves a change in the methodologies used by teachers in the classroom and also a more active and participative role by the students

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