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Pérez Cañado, María Luisa – International Journal of Bilingual Education and Bilingualism, 2023
This article carries out a cross-European comparison of stakeholder perspectives on catering to diversity within CLIL programs. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,526 teachers, students, and parents in 59 Secondary schools in six European countries: Austria, Finland, Germany, Italy, Spain, and the…
Descriptors: Inclusion, Diversity, Equal Education, Bilingual Education
Alberto Álvarez-Sotomayor; Juan Miguel Gómez-Espino; Ricardo Barbieri – Language and Education, 2024
Spanish-English bilingual education programmes have spread widely in Spain in recent years. Although some evaluation research has already been conducted, the effects of this policy in terms of equity have received little attention. We analyse whether the supply of 'bilingual schools' is modulated by a set of factors that may affect the equality of…
Descriptors: Foreign Countries, Educational Opportunities, Access to Education, Elementary Education
Palacios-Hidalgo, Francisco Javier; Gómez-Parra, María Elena; Espejo-Mohedano, Roberto; Huertas-Abril, Cristina A. – Journal of Teaching and Learning for Graduate Employability, 2021
Bilingual programs have become more common in higher education around the world in an attempt to provide learners with the education they need to face today's world. These programs can provide academic, linguistic, intercultural, and professional benefits to students. Consequently, countries like Spain have developed bilingual education to help…
Descriptors: Foreign Countries, Employment, Bilingual Education, Employment Potential
Juana María Anguita-Acero; Oscar Navarro-Martinez; Lauren Rebecca Jordan – European Journal of Education, 2024
At present, developmental dyslexia is classified as a specific language disorder recognised by inclusive educational laws in Spain and the United Kingdom. Phonological correspondence is very different in Spanish and in English, and the difficulties they entail for native speakers are also different. The predominance of English worldwide has led to…
Descriptors: Foreign Countries, Dyslexia, Students with Disabilities, Bilingual Education
Esther Moraleda; Noelia Pulido; Noelia Santos; Patricia López – Journal of Education and Learning, 2024
The main objective of this study is to assess the Spanish literacy competence of students enrolled in bilingual and trilingual programs by analyzing the developmental process and evolutionary course of reading during the first cycle of Primary Education. This analysis aims to determine whether the reading skills in Spanish of students in…
Descriptors: Elementary School Students, Bilingual Education, Bilingual Students, Reading Skills
Diana Muela-Bermejo; Irene Mendoza-Cercadillo; Lucía Hernández-Heras – Journal of Adolescent & Adult Literacy, 2024
This study involves translating, cross-culturally adapting, and validating the "Literary Response Questionnaire" (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through…
Descriptors: Reader Response, Adolescents, Questionnaires, Translation
Madarova, Slavka; Laborda, Jesus Garcia – Cypriot Journal of Educational Sciences, 2020
Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common…
Descriptors: Foreign Countries, Bilingual Education, Elementary Education, Misconceptions
Casas Pedrosa, Antonio Vicente; Rascón Moreno, Diego – International Journal of Bilingual Education and Bilingualism, 2023
This paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project 'CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)'. The research has involved the…
Descriptors: Foreign Countries, Student Diversity, Content and Language Integrated Learning, Bilingual Education
Catalina Iliescu-Gheorghiu – Language and Intercultural Communication, 2024
Intercultural studies have underexplored the issue of children's theatre as a tool for symbolic representations of (new, hybrid) identities. In this paper, I analyze two theatrical productions addressing both Spanish society and Romanian diaspora (first/second generation) to answer these questions: how are diasporic identities re-constructed in…
Descriptors: Theater Arts, Native Language, Second Language Learning, Spanish
Barrios, Elvira; López-Gutiérrez, Aurora – International Journal of Multilingualism, 2023
This paper reports on a study aimed to investigate students' development in English proficiency over a four-year partially English-taught programme that did not integrate any explicit language learning goals. Additionally, the study investigated their perceptions concerning language gains and experiences in the programme. Both quantitative and…
Descriptors: English (Second Language), Second Language Learning, Language of Instruction, Teacher Education Programs
María Luisa Pérez Cañado – Language and Intercultural Communication, 2024
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain.…
Descriptors: Content and Language Integrated Learning, Student Diversity, Inclusion, Elementary Secondary Education
Salaberri-Ramiro, Maria Sagrario; Sánchez-Pérez, María del Mar – Latin American Journal of Content and Language Integrated Learning, 2021
Students' voices about the use of the English language in bilingual higher-education programs have received little attention, since most research has focused on lecturers' attitudes, challenges, and needs. This exploratory study aims to gain insights into the perception of 310 students from a Spanish university context about the use of English in…
Descriptors: Bilingual Education, Student Attitudes, Student Satisfaction, Language of Instruction
Lorenzo, Francisco; Granados, Adrián; Rico, Nuria – Applied Linguistics, 2021
Previous research has raised concerns that equity may be compromised in content and language integrated learning (CLIL) education, creating schisms in otherwise fairly egalitarian education systems. In Andalusia (southern Spain), where bilingual education has expanded, this article aims to analyze the difference between CLIL bilingual education…
Descriptors: Bilingual Education, Foreign Countries, Second Language Learning, Teaching Methods
Martínez Agudo, Juan de Dios – International Journal of Bilingual Education and Bilingualism, 2022
Since CLIL (Content and Language Integrated Learning) implementation is context-dependent, this cross-sectional quantitative study aims at assessing the impact of parental educational background on CLIL learners' content subject learning. Statistically significant differences in Science knowledge emerged in favour of bilingually educated learners…
Descriptors: Content and Language Integrated Learning, Parent Background, Educational Attainment, Foreign Countries
Barrios, Elvira – International Journal of Bilingual Education and Bilingualism, 2022
This study aims to begin accounting for variation in parents' perceptions concerning CLIL at a particular context by focusing on a major component of socioeconomic status: education level. The study is set in Andalusia, a Spanish region with an ongoing bilingual CLIL programme that, according to official estimates, will reach 1,573 schools by…
Descriptors: Foreign Countries, Parent Background, Educational Attainment, Content and Language Integrated Learning