Cover not available
Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 36:1 (2023) ► pp.120–153

Plurilingual education

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

ORCID logo | Universitat de València
ORCID logo | Universidad CEU Cardenal Herrera
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.
Keywords: plurilingual education, CLIL, English, teachers, type of school
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
Published online: 3 January 2023
DOI logo
https://doi.org/10.1075/resla.20043.cer
References (70)
References
Admiraal, W., Westhoof, G., & de Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English. Educational Research and Evaluation, 12 (1), 75–93. DOI logoGoogle Scholar
Alcaraz-Mármol, G. (2018). Trained and non-trained language teachers on CLIL methodology: Teachers’ facts and opinions about the CLIL approach in the primary education context in Spain. Latin American Journal of Content and Language Integrated Learning, 11 (1), 39–64. DOI logoGoogle Scholar
Aleixandre Agulló, J., & Cerezo Herrero, E. (2019). Bilingual education research: A bibliometric study. Estudios de Lingüística Inglesa Aplicada, Mon. I1, 325–360. DOI logoGoogle Scholar
Anghel, B., Cabrales, A., & Carro, J. M. (2013). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54 (2), 1202–1223. DOI logoGoogle Scholar
Arocena, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, 3 (2), 169–193. DOI logoGoogle Scholar
Ball, P., & Lindsay, D. (2010). Teacher training for CLIL in the Basque Country. The case of the Ikastolas – An expediency model. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 162–187). Cambridge Scholars.Google Scholar
Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17 (3), 345–359. DOI logoGoogle Scholar
Barrios, E., & Milla Lara, M. D. (2018). CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48 (1), 1–21.Google Scholar
Bolarín Martínez, M. J., Porto Currás, M., & García-Villalba, R. M. (2012). Los programas bilingües en la Región de Murcia: situación y valoraciones de profesores de disciplinas no lingüísticas. Educatio Siglo XXI, 30(2), 255–288.Google Scholar
Broca, A. (2016). CLIL and non-CLIL: differences from the outset. ELT Journal, 70 (3), 320–331. DOI logoGoogle Scholar
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35 (3), 243–262. DOI logoGoogle Scholar
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge. DOI logoGoogle Scholar
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. DOI logoGoogle Scholar
Cummins, J. (1980). The Cross Lingual Dimensions of Language Proficiency. Implications for Bilingual Education and the Optimal Age Issue. TESOL Quarterly, 14 (2), 175–187. DOI logoGoogle Scholar
Dallinger, S., Jonkmann, K., Hollm, J., & Fiege, C. (2016). The effect of content and language integrated learning on students’ English and history competences – Killing two birds with one stone? Learning and Instruction, 41 1, 23–31. DOI logoGoogle Scholar
Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From practice to principles. Annual Review of Applied Linguistics, 31 1, 182–204. DOI logoGoogle Scholar
Dalton-Puffer, C., & Smit, U. (2013). Content and Language Integrated Learning: A research agenda. Language Teaching, 46 (4), 545–559. DOI logoGoogle Scholar
Decree 233/1997, de 2 de septiembre, del Gobierno Valenciano, por el que se aprueba el Reglamento Orgánico y Funcional de las Escuelas de Educación Infantil y de los Colegios de Educación Primaria.Google Scholar
Decree 234/1997, de 2 de septiembre, del Gobierno Valenciano, por el que se aprueba el Reglamento orgánico y funcional de los institutos de educación secundaria.Google Scholar
Decree 127/2012, de 3 de agosto, por el que se regula el plurilingüismo en las enseñanzas no universitarias de la Comunitat Valenciana.Google Scholar
Durán-Martínez, R., & Beltrán-Llavador, F. (2016). A regional assessment of bilingual programs in Primary and Secondary Schools: The teachers’ views. Porta Linguarum, 25 1, 79–92.Google Scholar
Esparza Montero, C. M., & Belmonte, M. L. (2020). Percepción docente sobre el bilingüismo en centros de Educación Infantil y Educación Primaria de la Región de Murcia. Revista Complutense de Educación, 31 (2), 251–260. DOI logoGoogle Scholar
Esteve, O., Fernández, F., Martín-Peris, E., & Atienza, E. (2015). The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages. Language and Sociocultural Theory, 4 (1), 1–24.Google Scholar
European Commission (2012). Europeans and their languages. Special Eurobarometer 386. European Commission.Google Scholar
(1995). White paper on education and training. Teaching and learning. Towards the learning society. European Commission.Google Scholar
Fernández Fernández, R., Pena Díaz, C., García Gómez, A., & Halbach, A. (2005). La implantación de proyectos educativos bilingües en la Comunidad de Madrid: las expectativas del profesorado antes de iniciar el proyecto. Porta Linguarum, 3 1, 161–173. DOI logoGoogle Scholar
Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the Madrid autonomous bilingual project. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallado del Puerto (Eds.), Content and Foreign Language Integrated Learning. Contribution to multilingualism in European context (pp. 103–127). Peter Lang.Google Scholar
Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J. M. (2019). Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism, 22 (6), 661–674. DOI logoGoogle Scholar
Frigols Martín, M. J. (2008). CLIL implementation in Spain: an approach to different models. In C. M. Coonan (Eds.), CLIL e l’apprendimento delle lingue. Le sfide del nuovo ambiente di apprendimento (pp. 221–232). Libreria Editrice Cafoscarina.Google Scholar
Frigols Martín, M. J., & Marsh, D. (2014). Informe de evaluación externa: Programa CLIL de la consejería de educación, universidades y sostenibilidad de Canarias. Gobierno de Canarias, Consejería de Educación, Universidades y Sostenibilidad.Google Scholar
García-Bellido, M. R. (2015). Diseño y validación de un instrumento para evaluar la competencia “Aprender a aprender” en profesionales de la educación [Doctoral dissertation, University of Valencia]. Universitat de València.
Guillamón-Suesta, F., & Renau Renau, M. L. (2015). A critical vision of the CLIL approach in secondary education: A study in the Valencian Community in Spain. Latin American Journal of Content and Language Integrated Learning, 8 (1), 1–12. DOI logoGoogle Scholar
Gürel, E., & Tat, M. (2017). SWOT analysis: a theoretical review. The Journal of International Social Research, 10 (51). DOI logoGoogle Scholar
Halbach, A. (2008). Una metodología para la enseñanza bilingüe en la etapa de Primaria. Revista de Educación, 346 1, 455–466.Google Scholar
Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16 (3), 267–284. DOI logoGoogle Scholar
Jäppinen, A. K. (2005). Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland. Language and Education, 19 (2), 148–169. DOI logoGoogle Scholar
Jiménez Catalán, R. M., & Agustín Llach, M. P. (2017). CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners. System, 66 1, 87–99. DOI logoGoogle Scholar
Laorden Gutiérrez, C., & Peñafiel Pedrosa, E. (2010). Proyectos bilingües en los centros de la Comunidad de Madrid: percepción de los equipos directivos. Revista de Investigación Educativa, 28 (2), 325–344.Google Scholar
Lancaster, N. (2016). Stakeholder perspectives on CLIL in a monolingual context. English Language Teaching, 9 (2), 148–177. DOI logoGoogle Scholar
Lasagabaster, D., & López Beloqui, R. (2015). The impact of type of approach (CLIL Versus EFL) and methodology (book-based Versus project work) on motivation. Porta Linguarum, 23 1, 41–57. DOI logoGoogle Scholar
Lasagabaster, D., & Ruiz de Zarobe, Y. (Eds.) (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars.Google Scholar
Law 4/1983, de 23 de noviembre, Llei d’Ús i Ensenyament del Valencià.Google Scholar
/2018, de 21 de febrero, de la Generalitat, por la que se regula y promueve el plurilingüismo en el sistema educativo valenciano.
Lorenzo, F., Casal, S. & Moore, P. (2009). The effects of Content and Language Integrated Learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31 (3), 418–442. DOI logoGoogle Scholar
Lova Mellado, M., Bolarín Martínez, M. J., & Porto Currás, M. (2013). Programas bilingües en Educación Primaria: Valoraciones de docentes. Porta Linguarum, 20 1, 253–268. DOI logoGoogle Scholar
Lozano-Martínez, L. (2017). Los docentes en los programas de educación bilingüe en Cantabria. Estudios de lingüística inglesa aplicada, 17 1, 93–123.Google Scholar
Lozano-Martínez, L., & Chacón Beltrán, R. (2017). La legislación de los programas bilingües en Educación Infantil y Primaria desde la perspectiva docente. Revista Electrónica de Lingüística Aplicada, 16 (1), 3–22.Google Scholar
Martínez Agudo, J. D. (2019). The impact of CLIL on English language competence in a monolingual context: a longitudinal perspective. The Language Learning Journal. DOI logoGoogle Scholar
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. MacMillan.Google Scholar
Milla Lara, M. D., & Casas Pedrosa, A. V. (2018). Teacher perspectives on CLIL implementation: A within-group comparison of key variables. Porta Linguarum, 29 1, 159–180. DOI logoGoogle Scholar
Moore, P., & Lorenzo, F. (2015). Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal, 43 (3), 334–357. DOI logoGoogle Scholar
Nieto Moreno, E. (2016). The impact of CLIL on the acquisition of L2 competences and skills in primary education. International Journal of English Studies, 16 (2), 81–101. DOI logoGoogle Scholar
Nieto Moreno, E., & Ruiz Cordero, M. B. (2018). Evaluación de los programas AICLE en Castilla-La Mancha. In J. L. Ortega-Martín, S. P. Hughes, & D. Madrid (Eds.), Influencia de la política educativa de centro en la enseñanza bilingüe en España. Ministerio de Educación, Cultura y Deporte (MECD).Google Scholar
ORDER of 30 June 1998, de la Conselleria de Cultura, Educación y Ciencia, por la que se establecen los requisitos básicos, criterios y procedimientos para aplicar en los centros educativos un programa de educación bilingüe enriquecido por la incorporación precoz de una lengua extranjera, como lengua vehicular, desde el primer ciclo de la educación primaria.Google Scholar
Paran, A. (2013). Content and Language Integrated Learning: Panacea or policy borrowing myth? Applied Linguistics Review, 4(2): 317–342. DOI logoGoogle Scholar
Pena Díaz, C., & Porto Requejo, M. D. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10 1, 151–161. DOI logoGoogle Scholar
Pérez Cañado, M. L. (2016a). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39 (2), 202–221. DOI logoGoogle Scholar
(2016b). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19 (3), 266–295. DOI logoGoogle Scholar
(2016c). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature, 9 (1), 9–31. DOI logoGoogle Scholar
(2017). CLIL teacher education: Where do we stand and where do we need to Go? In M. E. Gómez Parra & R. Johnstone (Eds.), Bilingual Education: educational trends and key competences (pp. 129–144). Ministerio de Educación, Cultura y Deporte.Google Scholar
(2018). CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes. Porta Linguarum, 29 1, 51–70. DOI logoGoogle Scholar
(2020). CLIL and elitism: myth or reality? The Language Learning Journal, 48 (1), 4–17. DOI logoGoogle Scholar
Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18 (1), 45–59. DOI logoGoogle Scholar
RESOLUCIÓN de 30 de julio de 2008, de la Dirección General de Ordenación y Centros Docentes y de la Dirección General de Personal, por la que se establecen los requisitos básicos, criterios y procedimientos para aplicar en los centros educativos un programa de educación plurilingüe que permita fomentar una primera aproximación a la lengua inglesa en el segundo ciclo de educación infantil.Google Scholar
Ródenas, J. A. (2016). La educación bilingüe en la Comunidad Autónoma de Murcia: influencia en la creatividad, rendimiento y motivación académica del alumnado de Educación Primaria [Doctoral Dissertation. University of Murcia]. Universidad de Murcia.
Romeu, M. C., Cerezo, E., & Llamas, E. (2020). Thinking skills in Primary Education: An analysis of CLIL textbooks in Spain. Porta Linguarum, 33 1, 183–200.Google Scholar
Surmont, J., Van de Craen, P., Struys, E., & Somers, T. (2014). Evaluating a CLIL-student: Where to find the CLIL advantage. In R. Breeze, C. Martínez Pasamar, C. Llamas Saíz, & C. Tabernero Sala (Eds.), Integration of theory and practice in CLIL. Rodopi, 55–72Google Scholar
Sylvén, L. K., & Ohlander, S. (2014). The CLISS project: Receptive vocabulary in CLIL versus non-CLIL groups. Moderna Språk, 2 1, 80–108. DOI logoGoogle Scholar
Tragant, E., Marsol, A., Serrano, R., & Llanes, A. (2016). Vocabulary learning at primary schools: a comparison of EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19 (5), 579–591. DOI logoGoogle Scholar
Travé González, G. (2013). Un estudio sobre las representaciones del profesorado de Educación Primaria acerca de la enseñanza bilingüe. Revista de Educación, 361 1, 379–402.Google Scholar