Seven common misconceptions in bilingual education in primary education in Spain

Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticis...

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Bibliographic Details
Published inCypriot journal of educational sciences Vol. 15; no. 2; pp. 358 - 368
Main Authors Laborda, Jesús García, Madarova, Slavka
Format Journal Article
LanguageEnglish
Published United World Center of Innovation Research and Publication Center 30.04.2020
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi
SciencePark Research, Organization & Counseling
Subjects
Bilingual Education
Education
Elementary Education
English (Second Language)
Foreign Countries
Language and Literature Studies
Misconceptions
Spanish
Spain
socioeconomic
CLIL
misconceptions
cognitive
bilingual education
immersion
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Summary:Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary education. This paper looks at seven commonly addressed issues. The paper especially focuses on Primary education but most revision matters also relate to secondary and even higher education. Special interest is paid to cognitive, social, economic, mode of bilingual education, role of the immigrant students and parents’ attitudes. The conclusion leads to the understanding that English-Spanish bilingual education is not pernicious but, on the contrary, benefits the cognitive a linguistic development of most school children.
ISSN:1305-905X
1305-905X
DOI:10.18844/cjes.v15i2.4605