Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain)

Autor/inn/en	Chaieberras, Zahra; Rascón-Moreno, Diego
Titel	Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain)
Quelle	In: English Language Teaching, 11 (2018) 10, S.152-161 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Education; Bilingualism; Secondary School Students; Bilingual Schools; Language Usage; Classroom Communication; Learning Motivation; Teaching Methods; Course Content; Language Proficiency; Student Attitudes; Compulsory Education; Spanish; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Bilingualismus; Sekundarschüler; Bilingual scholl; Bilinguale Schule; Sprachgebrauch; Klassengespräch; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Schulpflicht; Spanisch
Abstract	This article presents an empirical study about the students' perspectives on bilingual sections in Compulsory Secondary Education (CSE) in the Community of Madrid, Spain. Its aim is to highlight the students' opinions and their level of satisfaction of Content and Language Integrated Learning (CLIL) in this monolingual setting. The results extrapolate from the analysis of questionnaires and focus groups interviews. These two methods of research gave excellent opportunities for 754 bilingual participants in 18 bilingual schools (schools are public, charter, and private ones from both rural and urban areas) to expose their opinions and attitudes about the program. Thus, the article outlines the main findings in relation to the following factors: students' use, competence and development of English in class; methodology; materials and resources; evaluation; teachers' use, competence and development of English in class; mobility; improvement and motivation towards learning English; teacher training and mobility; and finally, overall appraisal of bilingual sections. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01