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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 36:1 (2023) ► pp.120–153

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Plurilingual education

An analysis of teachers’ perspectives in the region of Valencia (Spain)

ORCiD logo with link | Universitat de València
ORCiD logo with link | Universidad CEU Cardenal Herrera
Published online: 3 January 2023
DOI logo with link
https://doi.org/10.1075/resla.20043.cer
Abstract
The emergence of bilingual education in the Spanish educational landscape has spawned the implementation of a great deal of Content and Language Integrated Learning (CLIL) programs. The need to raise the citizens’ proficiency of foreign languages is imperative so as to embrace the new European mandates in linguistic matter. Each region has implemented its own programs based on the linguistic reality and convictions surrounding it. In fact, the great number of research studies carried out thus far bears witness to the ever-increasing attention that this new form of education awakens in the scientific community. However, as far as the region of Valencia is concerned, despite it being a bilingual region with a long-standing tradition in the implementation of bilingual programs, we know little about the effects of such programs. The only thing that can be ascertained to date is that the road to plurilingual education has been a bumpy one due to the continuous changes in law that plurilingual education has undergone. With this in mind, this article carries out an analysis of the Valencian plurilingual system from the viewpoint of in-service teachers with a special focus on English. The results of this study are thus expected to shed some light on how the plurilingual project is playing out and to push forward the plurilingual agenda of the region.
Resumen
Educación plurilingüe: Un análisis de las perspectivas de los docentes en la Comunidad Valenciana (España)
La irrupción de la educación bilingüe en el panorama educativo español ha dado lugar a la implementación de una gran cantidad de programas AICLE. La necesidad de aumentar el nivel de lenguas extranjeras de los ciudadanos no es solo una necesidad, sino un deber para adoptar los nuevos mandatos europeos en materia lingüística. Cada Comunidad Autónoma ha implementado sus propios programas basados en la realidad lingüística que la rodea y sus propias convicciones. En este sentido, los numerosos estudios de investigación realizados hasta la fecha dan testimonio de la atención cada vez mayor que esta nueva forma de educación despierta en la comunidad científica. Sin embargo, en lo que respecta a la Comunidad Valenciana, a pesar de ser una comunidad bilingüe con una larga tradición en la aplicación de programas bilingües, poco se sabe sobre los efectos de dichos programas. Lo único que se puede constatar hasta la fecha es que el camino hacia la educación plurilingüe ha sido accidentado debido a los continuos cambios legislativos que ha sufrido la educación plurilingüe. Por ello, este artículo pretende realizar un análisis del sistema plurilingüe valenciano desde el punto de vista del profesorado en activo, con un interés especial en el inglés. De esta manera, se espera que los resultados de este estudio arrojen luz sobre cómo se está desarrollando el proyecto plurilingüe e impulsen la agenda plurilingüe de la Comunidad.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Prior research
    • 2.2The legislative framework
  • 3.Method
    • 3.1Sample
    • 3.2Materials
    • 3.3Procedure
    • 3.4Data analysis
  • 4.Results and discussion
    • 4.1Prior training and future training needs
    • 4.2Use of textbooks and didactic resources
    • 4.3Structure of the programs
    • 4.4Satisfaction with the plurilingual education system
  • 5.Conclusions
  • Acknowledgements
  • References
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