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Socieconomic Status and Teaching Practices in the Bilingual Education Programme of the Region of Madrid

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dc.contributor.authorO’Brien López, Elsa Margaret
dc.contributor.directorEscobar Álvarez, Mª Ángeles
dc.date.accessioned2024-05-20T12:55:22Z
dc.date.available2024-05-20T12:55:22Z
dc.date.issued2022-10-17
dc.description.abstractThere is no question about English being a global language. Its success as a lingua franca makes it difficult to define exactly how many people speak it worldwide. And yet, English can still exercise a ‘gatekeeping’ function in some countries (Joseph, M. and Ramani E. 2006). Bilingual Education programmes in the European Union have been developed and implemented in order to comply with the recommendation of the European Commission (2012) to grant access to quality English learning to students from all socioeconomic backgrounds. In this research we conduct an in-depth analysis of literature pointing at contradictorily successful implementations of bilingual programmes. Despite the initial controversy, all the latest research on the performance of the bilingual programme in the Region of Madrid, seems to converge in proving the competitive advantage of students attending these schools. In this paper, we explore the array of possible reasons pinpointing this methodology, that allow students from lower socioeconomic backgrounds to catch up with their peers. Qualitative interviews shed some light on the possible reasons behind the success of the Region of Madrid’s bilingual programme and CLIL methodology. These results are in line with the ones obtained in previous research carried out in bilingual schools in Andalusia. However, this study highlights the relevance of teaching assistants as an educational resource in the bilingual classroom and calls for further research on this variable to quantify its importance and compare and understand the use that is made of it across different programmes.en
dc.description.versionversión final
dc.identifier.urihttps://hdl.handle.net/20.500.14468/15056
dc.language.isoen
dc.publisherUniversidad Nacional de Educación a Distancia. Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas
dc.relation.centerFacultad de Filología
dc.relation.degreeMáster universitario en Lingüística Inglesa Aplicada
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject.keywordsBilingual programme
dc.subject.keywordsCLIL methodology
dc.subject.keywordsEnglish as a Medium of Instruction
dc.subject.keywordsTeacher Perceptions
dc.subject.keywordsRegion of Madrid
dc.titleSocieconomic Status and Teaching Practices in the Bilingual Education Programme of the Region of Madrides
dc.typetesis de maestríaes
dc.typemaster thesisen
dspace.entity.typePublication
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