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Bilingual education teacher...

Bilingual education teachers' perceptions of the educational climate and policies in the United States and Spain

Ediciones Complutense 2021-10-18

Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries

El acceso a una educación bilingüe de calidad es fundamental, y éste ha evolucionado de diferentes maneras en las últimas décadas. Dados los esfuerzos recientes para mejorar la educación bilingüe, es importante examinar las percepciones del personal educativo que trabaja con estudiantes en programas de educación bilingüe. Ciento sesenta y cuatro profesores bilingües de España y Estados Unidos participaron en esta investigación. Completaron un cuestionario sobre el efecto del clima educativo y las políticas en sus propios países. Los resultados muestran que los profesores de España tienen una mayor valoración de la educación bilingüe que los profesores de Estados Unidos. Hay diferencias significativas en sus percepciones y opiniones generales sobre los recursos, la colaboración con otros profesores, los estudiantes, los padres y la comunidad escolar en general. Ser competente en dos idiomas parece tener un efecto positivo en dos categorías: percepciones generales y percepciones sobre los padres. Los resultados también sugieren que los años de experiencia docente influyen en las respuestas y existe la necesidad de más formación continua en ambos países

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analitica Rebiun29957960 https://catalogo.rebiun.org/rebiun/record/Rebiun29957960 220322s2021 xx o 000 0 spa d https://revistas.ucm.es/index.php/RCED/article/view/70926 10.5209/rced.70926 S9M oai:ojs.pkp.sfu.ca:article/70926 https://revistas.ucm.es/index.php/index/oai RCED DGCNT S9M S9M dc Bilingual education teachers' perceptions of the educational climate and policies in the United States and Spain electronic resource] Las percepciones de profesores bilingües sobre el clima y políticas educativas en Estados Unidos y España Ediciones Complutense 2021-10-18 Ediciones Complutense application/pdf Open access content. Open access content star Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries El acceso a una educación bilingüe de calidad es fundamental, y éste ha evolucionado de diferentes maneras en las últimas décadas. Dados los esfuerzos recientes para mejorar la educación bilingüe, es importante examinar las percepciones del personal educativo que trabaja con estudiantes en programas de educación bilingüe. Ciento sesenta y cuatro profesores bilingües de España y Estados Unidos participaron en esta investigación. Completaron un cuestionario sobre el efecto del clima educativo y las políticas en sus propios países. Los resultados muestran que los profesores de España tienen una mayor valoración de la educación bilingüe que los profesores de Estados Unidos. Hay diferencias significativas en sus percepciones y opiniones generales sobre los recursos, la colaboración con otros profesores, los estudiantes, los padres y la comunidad escolar en general. Ser competente en dos idiomas parece tener un efecto positivo en dos categorías: percepciones generales y percepciones sobre los padres. Los resultados también sugieren que los años de experiencia docente influyen en las respuestas y existe la necesidad de más formación continua en ambos países Derechos de autor 2021 Revista Complutense de Educación Spanish educación bilingüe; profesores bilingües; percepción del profesorado; política educacional; inglés como segunda lengua info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Fernández Álvarez, Miguel. cre Paz-Albo, Jesús. cre Hervás-Escobar, Aránzazu. cre Montes, Amanda. cre Revista Complutense de Educación; Vol 33 No 1 (2022); 13-25 Revista Complutense de Educación; Vol 33 No 1 (2022); 13-25 Revista Complutense de Educación; Vol 33 No 1 (2022); 13-25 Revista Complutense de Educación; Vol. 33 Núm. 1 (2022); 13-25 1988-2793 1130-2496 https://revistas.ucm.es/index.php/RCED/article/view/70926/4564456559474 /*ref*/Alonso-Díaz, L., Delicado, G., & Ramos, F. (2019). A comparative study of bilingual teacher preparation programs in California and Spain. In B. Johannessen (Ed.) Bilingualism and bilingual education: Politics, policies and practices in a globalized society (pp. 81-101). Springer, Cham. https://doi.org/10.1007/978-3-030-05496-0_5 /*ref*/Anghel, B., Cabrales, A., & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202-1223. https://doi.org/10.1111/ecin.12305 /*ref*/Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667350 /*ref*/Baetens-Beardsomer, H. (2001). Foreword: The past decade and the next millennium. In D. Marsh, A. M. Marsh, A. Maljers, & A. K. Hartiala (Eds.), Profiling European CLIL classrooms (pp. 10-11). University of Jyväskylä & European Platform for Dutch Education /*ref*/Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon, NY: Multilingual Matters /*ref*/Barakos, E., & Selleck, C. (2019). Elite multilingualism: Discourses, practices, and debates. Journal of Multilingual and Multicultural Development, 40(5), 361-374. https://doi.org/10.1080/01434632.2018.1543691 /*ref*/Brochin, C. (2019). Queering bilingual teaching in elementary schools and in bilingual teacher education. Theory Into Practice, 58(1), 80-88. https://doi.org/10.1080/00405841.2018.1536917 /*ref*/Brooks, K., Adams, S., & Morita-Mullaney, T. (2010). Creating inclusive learning communities for ELL students: Transforming school principals' perspectives. Theory Into Practice, 49(2), 145-151. https://doi.org/10.1080/00405841003641501 /*ref*/Buckingham, L. R. (2016). The role of language assistants in a bilingual primary school: Theory, practice and recommendations (Unpublished doctoral dissertation). Universidad de Alcalá, Spain /*ref*/Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227, 1-25. https://doi.org/10.1016/j.lingua.2019.06.001 /*ref*/Caldas, B., Palmer, D., & Schwedhelm, M. (2019). Speaking educación in Spanish: Linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands. International Journal of Bilingual Education and Bilingualism, 22(1), 49-63. https://doi.org/10.1080/13670050.2018.1510894 /*ref*/Caraker, R. (2016). Spain and the context of English language education. Research Bulletin, 92, 23-35 /*ref*/Cohen, J. (1988). Applied multivariate statistics for the social sciences (3rd ed.). Mahway, NJ: Lawrence Erlbaum /*ref*/Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico - Fuente Press /*ref*/Cooley, M. E. (2014). The effect of the lack of resources in Spanish for students in dual language bilingual education programs (Master's thesis). Retrieved from https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1392&context=ehd_theses /*ref*/Coyle, D. (2010). Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (p. vii-viii). Newcastle upon Tyne: Cambridge Scholars Publishing /*ref*/Comunidad de Madrid. (2009). Datos y cifras de la educación 2008-2009. Madrid: Consejería de Educación e Investigación /*ref*/Comunidad de Madrid. (2019). Datos y cifras de la educación 2019-2020. Madrid: Consejería de Educación e Investigación /*ref*/Crawford, J. (1989). Bilingual education: History, politics, theory and practice. Trenton: Crane Publishing /*ref*/Cummins, J. (2003). Bilingual education: Basic principles. In J. Dewaele, A. Housen, & L. Wei (Eds.), Bilingualism: Beyond basic principles (pp. 56-66). Buffalo, NY: Multilingual Matters. https://doi.org/10.21832/9781853596315-007 /*ref*/Custodio, M. (2019). CLIL teacher education in Spain. In K. Tsuchiya & M. Pérez-Murillo (Eds.), Content and language integrated learning in Spanish and Japanese contexts (pp. 313-337). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27443-6_13 /*ref*/DeMatthews, D., & Izquierdo, E. (2018). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos and Education, 17(1), 53-70. https://doi.org/10.1080/15348431.2017.1282365 /*ref*/Driever, S. L., & Bagheri, N. (2020) Heritage languages and bilingualism in the United States. In S. D. Brunn & R. Kehrein (Eds.), Handbook of the changing world language map. Springer, Cham. https://doi.org/10.1007/978-3-030-02438-3_28 /*ref*/Durán, R. (2018). Análisis comparativo de la percepción de los docentes sobre los programas bilingües en la educación primaria y secundaria. Revista Complutense de Educación, 29(3), 35-52. https://doi.org/10.5209/RCED.54066 /*ref*/Durán-Martínez, R., & Beltrán-Llavador, F. (2016) A regional assessment of bilingual programmes in primary and secondary schools: The teachers' View. Porta Linguarum, 25, 79-92. https://doi.org/10.30827/Digibug.53890 /*ref*/Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2016). A contrastive analysis between novice and expert teachers' perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los programas escolares bilingües. Culture and Education 28(4), 738-770. https://doi.org/10.1080/11356405.2016.1237339 /*ref*/Esparza, 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. https://doi.org/10.5209/rced.63130 /*ref*/European Commission. (1995). White paper on education and training. Teaching and learning. Towards the learning society. http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf /*ref*/European Commission. (2003). Communication from the commission to the council, the European parliament, the economic and social committee and the committee of the regions. Promoting language learning and linguistic diversity: An action plan 2004-2006. COM(2003) 449 final. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52003DC0449&from=EN /*ref*/Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels: Eurydice European Unit /*ref*/European Commission/EACEA/Eurydice. (2017). Key data on teaching languages at school in Europe-2017 edition (Eurydice Report). Luxembourg: Publications Office of the European Union /*ref*/Fernández, M., Valenciano, C., & García, M. I. (2013). Is bilingual education moving forward or backward? Illinois Schools Journal, 93(1/2), 95-112 /*ref*/Gándara, P., & Escamilla, K. (2016). Bilingual education in the United States. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education. Encyclopedia of language and education (3rd ed.). Springer, Cham. https://doi.org/10.1007/978-3-319-02324-3_33-1 /*ref*/García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden: Wiley-Blackwell /*ref*/García, S. (2015). Soft CLIL in infant education bilingual contexts in Spain. International Journal of Language and Applied Linguistics, 1, 30-36 /*ref*/García, E. E., & Wiese, A. (2002). Language, public policy, and schooling: A focus on Chicano English language learners. In R. R. Valencia (Ed.) Chicano school failure and success: Past, present and future (2nd ed.) (pp. 149-169). New York: RoutledgeFalmer /*ref*/García, J., & Fernández, M. (2012). Actitudes de los profesores de Bachillerato de Alcalá y Navarra ante la preparación y efecto de la PAU. Revista de Educación, 357, 29-54 /*ref*/Gómez, S. (1971). Bilingual education in Texas. Innovations in Education, 757-761 /*ref*/González-Aller, M. M., & Paz-Albo, J. (2016). English teaching methodologies for early childhood education. Revista Internacional de Didáctica y Organización Escolar, 2(1), 4-23 /*ref*/Hamers, J. F., & Blanc, M. H. A. (2000). Bilinguality & bilingualism (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511605796 /*ref*/Hyland, K. (2006). English for academic purposes: An advanced resource book. Abingdon: Routledge /*ref*/Johnson, F. L., & Fine, M. G. (2016). The role of the press in framing the bilingual education debate: Ten years after sheltered immersion in Massachusetts. New England Journal of Public Policy, 28(2), Article 5 /*ref*/Levy, M. (2015). Formación inicial para profesores de programas bilingües en inglés: Políticas, prácticas y recomendaciones. Universidad de Alcalá: Servicio de Publicaciones /*ref*/López-Medina, B., & Otto, A. (2020). Language assistants‘ expectations towards their role and main functions: The case of Madrid's bilingual schools. Porta Linguarum, 33, 95-109 /*ref*/Madarova, S., & Garcia, J. (2020). Seven common misconceptions in bilingual education in primary education in Spain. Cypriot Journal of Educational Sciences, 15(2), 358-368. https://doi.org/10.18844/cjes.v15i2.4605 /*ref*/Martinez, L. E., & Hinojosa, M. (2012). Parents' perceptions and attitudes for denying bilingual education. Focus on Colleges, Universities, and Schools, 6(1), 1-8 /*ref*/May, S. (2017). Bilingual education: What the research tells us. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education. Encyclopedia of language and education (3rd ed.). Springer, Cham. https://doi.org/10.1007/978-3-319-02258-1_4 /*ref*/McGrath, K. F., & Bergen, P. V. (2017). Are male teachers headed for extinction? The 50-year decline of male teachers in Australia. Economics of Education Review, 60, 159-167. https://doi.org/10.1016/j.econedurev.2017.08.003 /*ref*/MECD. (2015). Spanish/English primary integrated curriculum. Language and literacy. Secretaría General Técnica, Subdirección General de Documentación y Publicaciones

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analitica Rebiun29957960 https://catalogo.rebiun.org/rebiun/record/Rebiun29957960 220322s2021 xx o 000 0 spa d https://revistas.ucm.es/index.php/RCED/article/view/70926 10.5209/rced.70926 S9M oai:ojs.pkp.sfu.ca:article/70926 https://revistas.ucm.es/index.php/index/oai RCED DGCNT S9M S9M dc Bilingual education teachers' perceptions of the educational climate and policies in the United States and Spain electronic resource] Las percepciones de profesores bilingües sobre el clima y políticas educativas en Estados Unidos y España Ediciones Complutense 2021-10-18 Ediciones Complutense application/pdf Open access content. Open access content star Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries El acceso a una educación bilingüe de calidad es fundamental, y éste ha evolucionado de diferentes maneras en las últimas décadas. Dados los esfuerzos recientes para mejorar la educación bilingüe, es importante examinar las percepciones del personal educativo que trabaja con estudiantes en programas de educación bilingüe. Ciento sesenta y cuatro profesores bilingües de España y Estados Unidos participaron en esta investigación. Completaron un cuestionario sobre el efecto del clima educativo y las políticas en sus propios países. Los resultados muestran que los profesores de España tienen una mayor valoración de la educación bilingüe que los profesores de Estados Unidos. Hay diferencias significativas en sus percepciones y opiniones generales sobre los recursos, la colaboración con otros profesores, los estudiantes, los padres y la comunidad escolar en general. Ser competente en dos idiomas parece tener un efecto positivo en dos categorías: percepciones generales y percepciones sobre los padres. Los resultados también sugieren que los años de experiencia docente influyen en las respuestas y existe la necesidad de más formación continua en ambos países Derechos de autor 2021 Revista Complutense de Educación Spanish educación bilingüe; profesores bilingües; percepción del profesorado; política educacional; inglés como segunda lengua info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Fernández Álvarez, Miguel. cre Paz-Albo, Jesús. cre Hervás-Escobar, Aránzazu. cre Montes, Amanda. cre Revista Complutense de Educación; Vol 33 No 1 (2022); 13-25 Revista Complutense de Educación; Vol 33 No 1 (2022); 13-25 Revista Complutense de Educación; Vol 33 No 1 (2022); 13-25 Revista Complutense de Educación; Vol. 33 Núm. 1 (2022); 13-25 1988-2793 1130-2496 https://revistas.ucm.es/index.php/RCED/article/view/70926/4564456559474 /*ref*/Alonso-Díaz, L., Delicado, G., & Ramos, F. (2019). A comparative study of bilingual teacher preparation programs in California and Spain. In B. Johannessen (Ed.) Bilingualism and bilingual education: Politics, policies and practices in a globalized society (pp. 81-101). Springer, Cham. https://doi.org/10.1007/978-3-030-05496-0_5 /*ref*/Anghel, B., Cabrales, A., & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202-1223. https://doi.org/10.1111/ecin.12305 /*ref*/Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667350 /*ref*/Baetens-Beardsomer, H. (2001). Foreword: The past decade and the next millennium. In D. Marsh, A. M. Marsh, A. Maljers, & A. K. Hartiala (Eds.), Profiling European CLIL classrooms (pp. 10-11). University of Jyväskylä & European Platform for Dutch Education /*ref*/Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Clevedon, NY: Multilingual Matters /*ref*/Barakos, E., & Selleck, C. (2019). Elite multilingualism: Discourses, practices, and debates. Journal of Multilingual and Multicultural Development, 40(5), 361-374. https://doi.org/10.1080/01434632.2018.1543691 /*ref*/Brochin, C. (2019). Queering bilingual teaching in elementary schools and in bilingual teacher education. Theory Into Practice, 58(1), 80-88. https://doi.org/10.1080/00405841.2018.1536917 /*ref*/Brooks, K., Adams, S., & Morita-Mullaney, T. (2010). Creating inclusive learning communities for ELL students: Transforming school principals' perspectives. Theory Into Practice, 49(2), 145-151. https://doi.org/10.1080/00405841003641501 /*ref*/Buckingham, L. R. (2016). The role of language assistants in a bilingual primary school: Theory, practice and recommendations (Unpublished doctoral dissertation). Universidad de Alcalá, Spain /*ref*/Calafato, R. (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227, 1-25. https://doi.org/10.1016/j.lingua.2019.06.001 /*ref*/Caldas, B., Palmer, D., & Schwedhelm, M. (2019). Speaking educación in Spanish: Linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands. International Journal of Bilingual Education and Bilingualism, 22(1), 49-63. https://doi.org/10.1080/13670050.2018.1510894 /*ref*/Caraker, R. (2016). Spain and the context of English language education. Research Bulletin, 92, 23-35 /*ref*/Cohen, J. (1988). Applied multivariate statistics for the social sciences (3rd ed.). Mahway, NJ: Lawrence Erlbaum /*ref*/Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico - Fuente Press /*ref*/Cooley, M. E. (2014). The effect of the lack of resources in Spanish for students in dual language bilingual education programs (Master's thesis). Retrieved from https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1392&context=ehd_theses /*ref*/Coyle, D. (2010). Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (p. vii-viii). Newcastle upon Tyne: Cambridge Scholars Publishing /*ref*/Comunidad de Madrid. (2009). Datos y cifras de la educación 2008-2009. Madrid: Consejería de Educación e Investigación /*ref*/Comunidad de Madrid. (2019). Datos y cifras de la educación 2019-2020. Madrid: Consejería de Educación e Investigación /*ref*/Crawford, J. (1989). Bilingual education: History, politics, theory and practice. Trenton: Crane Publishing /*ref*/Cummins, J. (2003). Bilingual education: Basic principles. In J. Dewaele, A. Housen, & L. Wei (Eds.), Bilingualism: Beyond basic principles (pp. 56-66). Buffalo, NY: Multilingual Matters. https://doi.org/10.21832/9781853596315-007 /*ref*/Custodio, M. (2019). CLIL teacher education in Spain. In K. Tsuchiya & M. Pérez-Murillo (Eds.), Content and language integrated learning in Spanish and Japanese contexts (pp. 313-337). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27443-6_13 /*ref*/DeMatthews, D., & Izquierdo, E. (2018). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos and Education, 17(1), 53-70. https://doi.org/10.1080/15348431.2017.1282365 /*ref*/Driever, S. L., & Bagheri, N. (2020) Heritage languages and bilingualism in the United States. In S. D. Brunn & R. Kehrein (Eds.), Handbook of the changing world language map. Springer, Cham. https://doi.org/10.1007/978-3-030-02438-3_28 /*ref*/Durán, R. (2018). Análisis comparativo de la percepción de los docentes sobre los programas bilingües en la educación primaria y secundaria. Revista Complutense de Educación, 29(3), 35-52. https://doi.org/10.5209/RCED.54066 /*ref*/Durán-Martínez, R., & Beltrán-Llavador, F. (2016) A regional assessment of bilingual programmes in primary and secondary schools: The teachers' View. Porta Linguarum, 25, 79-92. https://doi.org/10.30827/Digibug.53890 /*ref*/Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2016). A contrastive analysis between novice and expert teachers' perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los programas escolares bilingües. Culture and Education 28(4), 738-770. https://doi.org/10.1080/11356405.2016.1237339 /*ref*/Esparza, 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. https://doi.org/10.5209/rced.63130 /*ref*/European Commission. (1995). White paper on education and training. Teaching and learning. Towards the learning society. http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf /*ref*/European Commission. (2003). Communication from the commission to the council, the European parliament, the economic and social committee and the committee of the regions. Promoting language learning and linguistic diversity: An action plan 2004-2006. COM(2003) 449 final. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52003DC0449&from=EN /*ref*/Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels: Eurydice European Unit /*ref*/European Commission/EACEA/Eurydice. (2017). Key data on teaching languages at school in Europe-2017 edition (Eurydice Report). Luxembourg: Publications Office of the European Union /*ref*/Fernández, M., Valenciano, C., & García, M. I. (2013). Is bilingual education moving forward or backward? Illinois Schools Journal, 93(1/2), 95-112 /*ref*/Gándara, P., & Escamilla, K. (2016). Bilingual education in the United States. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education. Encyclopedia of language and education (3rd ed.). Springer, Cham. https://doi.org/10.1007/978-3-319-02324-3_33-1 /*ref*/García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden: Wiley-Blackwell /*ref*/García, S. (2015). Soft CLIL in infant education bilingual contexts in Spain. International Journal of Language and Applied Linguistics, 1, 30-36 /*ref*/García, E. E., & Wiese, A. (2002). Language, public policy, and schooling: A focus on Chicano English language learners. In R. R. Valencia (Ed.) Chicano school failure and success: Past, present and future (2nd ed.) (pp. 149-169). New York: RoutledgeFalmer /*ref*/García, J., & Fernández, M. (2012). Actitudes de los profesores de Bachillerato de Alcalá y Navarra ante la preparación y efecto de la PAU. Revista de Educación, 357, 29-54 /*ref*/Gómez, S. (1971). Bilingual education in Texas. 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