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Lionilde Laverman
Bilingual education programs are a complex phenomenon that involves not only linguistic, sociocultural and psychological factors but also educational and political issues (Miranda, 2012). In this regards, Cruz (2012) argues for an understanding of the multidimensionality of bilingualism, which implies conducting close monitoring of the effectiveness bilingual programs in local realities. In this light, this paper presentation socializes the results of the first part of an exploratory-descriptive project sponsored by La Salle University. The main objectives of this initial stage sought to approach the situation in situ and to identify commonalities among five different bilingual schools, searching for views on their implementation of the national bilingualism plan. Within the framework of survey studies (Arnau, 1995; Baker, 1997), the researchers gathered and analyzed data about three main aspects of bilingual programs: Background, resources and external support and outcome expectations. Findings suggest a tension between language education policies based on globalization and standardization and classroom realities influenced by teachers and learners’ dynamics. These results agree with previous studies done in Colombia in similar contexts (Sánchez & Obando, 2008; Miranda & Echeverry, 2011). Finally, this presentation offers pedagogical and methodological recommendations aimed at helping overcome or alleviate some of the weaknesses and lacks found.
ENGLISH TEACHING IN BILINGUAL PUBLIC SCHOOLS: BETWEEN EDUCATION POLICY AND CL...
ENGLISH TEACHING IN BILINGUAL PUBLIC SCHOOLS: BETWEEN EDUCATION POLICY AND CL...
Yamith José Fandiño Parra
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Marcelo Estraviz
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Thayna Trindade
交點台中Vol.7 - Tony Tung - Maker
交點台中Vol.7 - Tony Tung - Maker
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Lionilde Laverman
Bilingual education programs are a complex phenomenon that involves not only linguistic, sociocultural and psychological factors but also educational and political issues (Miranda, 2012). In this regards, Cruz (2012) argues for an understanding of the multidimensionality of bilingualism, which implies conducting close monitoring of the effectiveness bilingual programs in local realities. In this light, this paper presentation socializes the results of the first part of an exploratory-descriptive project sponsored by La Salle University. The main objectives of this initial stage sought to approach the situation in situ and to identify commonalities among five different bilingual schools, searching for views on their implementation of the national bilingualism plan. Within the framework of survey studies (Arnau, 1995; Baker, 1997), the researchers gathered and analyzed data about three main aspects of bilingual programs: Background, resources and external support and outcome expectations. Findings suggest a tension between language education policies based on globalization and standardization and classroom realities influenced by teachers and learners’ dynamics. These results agree with previous studies done in Colombia in similar contexts (Sánchez & Obando, 2008; Miranda & Echeverry, 2011). Finally, this presentation offers pedagogical and methodological recommendations aimed at helping overcome or alleviate some of the weaknesses and lacks found.
ENGLISH TEACHING IN BILINGUAL PUBLIC SCHOOLS: BETWEEN EDUCATION POLICY AND CL...
ENGLISH TEACHING IN BILINGUAL PUBLIC SCHOOLS: BETWEEN EDUCATION POLICY AND CL...
Yamith José Fandiño Parra
H chile 003
H chile 003
Valeska Riquelme
Santi petri
Santi petri
elsextodellaulhe
Edwar gbi
Edwar gbi
edwar
Montando Departamento de Captação - Oficina ministrada no Festival Latinoamericano de captadores de recursos, de 20 a 22 de julho de 2009
Montandodepto Fcr
Montandodepto Fcr
Marcelo Estraviz
Plagio
Plagio
Thayna Trindade
交點台中Vol.7 - Tony Tung - Maker
交點台中Vol.7 - Tony Tung - Maker
交點
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