BEPS in Spain

Ana López Susana CruzEsther Arriola Paula Salazar

Introduction

It operates in state schoolsIt begins at an early age of three.Reading and writing are introduced to complement

listening and speaking and to promote general competence in language.

The schools are situated in ten of the seventeen autonomous regions of Spain, plus Ceuta and Melilla, covering a range of socio-economic, ethnic, linguistic and other contexts

Schools

Schools are selected by experts of the project through special features of interest:

socio-economicbackground or linguistic profile geographical

distributionsocial spreadschool size.

Teachers

There are two sort of teachers who are in charge of this project. “Funcionarios”Native or near-native

Method

Aims

Acquisition and learning of both languages Encourage the diversity of both cultures.Facilitate the exchange of teachers and

children.Encourage ICTsPromote the certification of studies under both

educational systems.

Perceptions

STUDENTS PERCEPTIONInteresting Satisfaction Confident in the English skills Strong future

PARENTS PERCEPTIONChild’s proficiency in EnglishPersonal development and career prospects.

TEACHER PERCEPTIONTeachers were positive towards the BEP in respect of its

impact on pupils, teachers and schools. The benefits for pupils were:

- Increased proficiency in English - Stimulus to cognitive developmentGuidelines for curriculum, courses and conferences. contact with colleagues to share ideas and materials. A small minority didn’t agree because of the tension

between BEP and regional bilingual education

Requests

Conclusion

Spanish schoolsTeachersDisadvantages

Activity 2• 1- When should be the bilingual curriculum start?• a. High school education• b. Primary education

• c. Kindergarten

The earlier, the better, but keep in mind resources needed. Parents should be supported with it,too.

Gradational programme from soft CLIL to hard CLIL.

Depending on age.

• 2. How schools are selected?

• a. socio-economic, background or linguistic profile, geographical distribution,

social spread and school size.• b. Types of students, background, socio-

economic, school size and linguistic profile.• c. None of the previous answers are true.

Most important aspects that a school needs to be successful on this programme.

• 3. What´s the general opinion from students and parents about the programme?

• a. Not satisfied

• b. High percent are satisfied• c. Students are happier with the results than

parents.

Results of a British council survey