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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 38:2 (2025) ► pp.385–408

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Secondary school teachers’ opinions on the bilingual programme in Andalusia

A quantitative study

ORCiD logo with link | Universidad de Málaga
Published online: 19 December 2024
DOI logo with link
https://doi.org/10.1075/resla.22059.szc
Abstract
Despite numerous benefits that accrue from Content and Language Integrated Learning (CLIL) implementation, the programme is plagued with a number of challenges. Hence, the main purpose of the study was to scrutinize the secondary school teachers’ opinions on bilingual programme development and to determine if there were potential differences within the cohort of teachers. Data were gathered from a questionnaire filled out by 225 teachers from bilingual secondary schools in Andalusia. The picture that emerged from the study was not positive as the results revealed widespread unease about the scarcity of training initiatives, increased workload, insufficient collaboration among the teachers, and a dearth of well-designed materials. Furthermore, it transpired that little strides have been made as regards group size and students’ level of English. The within-cohort comparison revealed that content teachers harboured a more sceptical outlook on many aspects of the programme. Thus they require heightened attention and more opportunities for teacher-training initiatives to equip them with the skills necessary to teach effectively in the new language scenario. These findings should be taken into consideration while making educational decisions since all the limitations of the programme, if not addressed properly, may put the feasibility of the project in jeopardy.
Abstracta
Opiniones del profesorado de Educación Secundaria Obligatoria sobre el programa bilingüe en Andalucía: Un estudio cuantitativo
A pesar de los numerosos beneficios que se derivan de la implantación del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), el programa está plagado de una serie de retos. Por tanto, el principal objetivo del estudio fue analizar las opiniones de los profesores de Educación Secundaria Obligatoria sobre el desarrollo de los programas bilingües y determinar si existían posibles diferencias dentro de la cohorte de profesores. Los datos se recogieron a partir de un cuestionario cumplimentado por 225 profesores de los centros bilingües de Educación Secundaria Obligatoria de Andalucía. El panorama que se desprendió del estudio no fue positivo, ya que los resultados revelaron un malestar generalizado por la escasez de iniciativas de formación, el aumento de la carga de trabajo, la insuficiente colaboración entre los profesores y la escasez de materiales bien diseñados. Además, resultó que se había avanzado poco en cuanto al tamaño de los grupos y el nivel de inglés de los estudiantes. La comparación dentro de una misma cohorte reveló que los profesores de contenidos albergaban una visión más escéptica sobre muchos aspectos del programa. Por tanto, los profesores de contenido requieren mayor atención y más oportunidades de iniciativas de formación con el propósito de dotarles de las habilidades necesarias para enseñar eficazmente en el nuevo escenario lingüístico. Estas conclusiones deben tenerse en cuenta a la hora de tomar decisiones educativas, ya que todas las limitaciones del programa, si no se abordan adecuadamente, podrían poner en peligro la viabilidad del proyecto.
Article outline
  • 1.Introduction
  • 2.Prior research
  • 3.Methods
    • 3.1Instruments
    • 3.2Sample
    • 3.3Statistical analysis
  • 4.Results and discussion
    • 4.1Objective 1: Needs analysis
    • 4.2Objective 2: Within-cohort comparisons
  • 5.Conclusion
  • References
References (28)
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