Aulas de enlace: estudio de la implantación de un programa educativo experimental para recién llegados en la Comunidad de Madrid

• Autores: Mª Dolores Inglés López
• Localización: ELUA: Estudios de Lingüística. Universidad de Alicante, ISSN-e 2171-6692, ISSN 0212-7636, Nº 23, 2009, págs. 135-160
• Idioma: español
• DOI: 10.14198/elua2009.23.07
• Títulos paralelos:
  • "Aulas de enlace": a study of the implementation of an experimental educational program for newcomer students in the region of Madrid
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Este artículo expone las conclusiones del estudio llevado a cabo sobre la implantación del programa Escuelas de Bienveni da en la Comunidad de Madrid (CAM), centrándose en las «Aulas de Enlace» como parte integrante fundamental del mismo. El estudio analiza las experiencias y percepciones de los participantes en el programa, identifica los factores que influyen en dichas percepciones, analiza el impacto del programa en el aprendizaje de los alumnos, y documenta sus intenciones de continuar en el sistema educativo hacia la educación no obligatoria. Asimismo, intenta explicar la conexión entre la política educativa oficial y las experiencias de los participantes en el programa. El estudio enfatiza la importancia de dar voz a todos los participantes en programas educativos innovadores, a la vez que pretende promover un diálogo que resulte en políticas y prácticas educativas más informadas y capaces de atender de manera eficaz las necesidades reales de los alumnos inmigrados.

  • English

    This article investigates the implementation of the Escuelas de Bienvenida program («Welcome Schools»), in the Autonomous Community of Madrid (CAM). Specifically, it focuses on the «Aulas de Enlace », one integral part of the program. This research study investigates the participants� everyday experiences and the perceptions and meanings attached to those experiences while in the program. Additionally, it identifies the factors that affect participant perceptions, analyzes the impact of the program on student learning and documents their intentions to continue to post-compulsory education. The study also attempts to uncover the match between the official policy and the participants� lived experiences and perceptions of the program. The study underscores the importance of giving voice to the constituents of educational innovations.

    In doing so, I hope to promote conversation that will lead to more thoughtful and informed policy making and practice.

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