Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation

  • Gema Alcaraz-Mármol UNIVERSIDAD DE CASTILLA-LA MANCHA https://orcid.org/0000-0001-7703-3829
  • María Victoria Guadamillas Gómez University of Castilla-La Mancha, Avda. Carlos III, CP 45071, Toledo, Spain
Keywords: CLIL, Primary education, Legislation, Plurilingualism, Spanish education

Abstract

This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools.

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Author Biographies

Gema Alcaraz-Mármol, UNIVERSIDAD DE CASTILLA-LA MANCHA

Gema Alcaraz-Mármol obtained her PhD in English Philology at the University of Murcia in 2011. She was granted a research scholarship by the Ministry of Education and completed her pre-doctoral period with international research stays in Victoria University (New Zealand) and Swansea University (Wales). She was also invited as a research fellow by the University of Sussex and enjoyed a post-doctoral stay. She currently works as associate professor and researcher at the Department of Modern Philologies of the University of Castilla-La Mancha, where she teaches Foreign Language Methodology for Primary Education, Communicative Skills and Phonetics. Her main research interests are Second Language teaching and learning, linguistic mediation, CLIL and teaching material design.

María Victoria Guadamillas Gómez, University of Castilla-La Mancha, Avda. Carlos III, CP 45071, Toledo, Spain

Victoria Guadamillas Gómez holds a PhD in English Philology. She works as a lecturer and researcher for the Department of Modern Languages at the University of Castilla-La Mancha. Victoria teaches English and Didactics at the Faculty of Education in Toledo. Her main research areas are Children’s Literature and English as a Foreign Language Teaching and Learning and CLIL. She is the coordinator of the Language Centre English Programs in the Campus of Toledo.

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Published
2019-09-04
How to Cite
Gema Alcaraz-Mármol, & María Victoria Guadamillas Gómez. (2019). Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation. Issues and Ideas in Education, 7(2), 53-63. https://doi.org/10.15415/iie.2019.72006
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Articles