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oai:gredos.usal.es:10366/1327722025-06-05T12:40:28Zcom_10366_4414com_10366_4395com_10366_3946com_10366_3823col_10366_4415

Durán Martínez, Ramiro Beltrán Llavador, Fernando 2017-04-25T10:36:07Z 2017-04-25T10:36:07Z 2016-01 Durán Martínez, R., Beltrán Llavador, F. (2016). A Regional Assessment of Bilingual Programmes in Primary and Secondary Schools: the Teachers’ View. Porta linguarum, 25, pp. 79-92 1697-7467 http://hdl.handle.net/10366/132772 [EN]This article analyses the teachers’ assessment of bilingual sections in Castile and León’s schools after seven years of implementation. Results are drawn from the analysis of a questionnaire filled out by 151 teachers on three dimensions: training, teaching resources, and impact of the initiative. Our study reveals that the teachers’ high degree of satisfaction concerning initial training is not incompatible with their perceived need for continuous professional development. Amongst the most profitable areas of investment, international links are ranked first. In spite of its costs, 92% consider bilingual sections a worthwhile educational initiative with manifold benefits for the school community. eng https://creativecommons.org/licenses/by-nc-nd/3.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivs 3.0 Unported Enseñanza bilingüe Bilingual Programmes CLIL Assessment Teachers' perceptions Training Spain A Regional Assessment of Bilingual Programmes in Primary and Secondary Schools: the Teachers’ View info:eu-repo/semantics/article