TEACHERS IN BILINGUAL PROGRAMS IN CANTABRIA

Authors

  • Laura Lozano-Martínez

Keywords:

legislation, bilingual, teachers, perceptions, primary

Abstract

CLIL programmes are being increasingly implemented in Spain. This study  analyses the data obtained by means of 8 semi-structured interviews as well as questionnaires on the perceptions of 80 teachers, either bilingual and non bilingual, who teach at an Infant or Primary level in half of the state schools running a bilingual program in Cantabria (Spain). Results show that there is no consensus among CLIL and mainstream teachers on perceptions about some of the challenges to be faced in a bilingual program such as training and coordination. Nevertheless, it can be concluded that teachers can make very illuminating contributions that can improve design and regulation of bilingual programmes.

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Published

2017-12-19

How to Cite

Lozano-Martínez, L. (2017). TEACHERS IN BILINGUAL PROGRAMS IN CANTABRIA. ELIA: Estudios de Lingüística Inglesa Aplicada, (17), 93–124. Retrieved from https://revistas.uned.es/index.php/ELIA/article/view/20692

Issue

Section

ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES

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