Training Priorities in Primary Education Bilingual Programmes in Spain

Autor/inn/en	Durán-Martínez, R.; Beltrán-Llavador, Fernando; Martínez-Abad, Fernando
Titel	Training Priorities in Primary Education Bilingual Programmes in Spain
Quelle	In: European Journal of Teacher Education, 45 (2022) 3, S.303-319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Durán-Martínez, R.) ORCID (Martínez-Abad, Fernando)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1827387
Schlagwörter	Bilingual Education; Programs; Foreign Countries; Educational Improvement; Content and Language Integrated Learning; Elementary School Teachers; Teacher Attitudes; Faculty Development; Language Usage; Word Frequency; Discourse Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Spanish; Language of Instruction; Teacher Effectiveness; Teaching Methods; Spain + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Program; Programme; Programmes; Programm; Ausland; Teaching improvement; Unterrichtsentwicklung; CLIL; Lernkonzept; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sprachgebrauch; Word analysis; Frequency; Wortanalyse; Häufigkeit; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Teaching language; Unterrichtssprache; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Spanien
Abstract	Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers' answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01