Un estudio sobre la diferencia de nivel de competencia lingüística entre alumnos pertenecientes a centros bilingües y no bilingües en la comunidad autónoma de Castilla-La Mancha (España)

• Autores: Arsenio Jesús Moya Guijarro , María Begoña Ruiz Cordero
• Localización: Estudios filológicos, ISSN 0071-1713, Nº 62, 2018, págs. 269-288
• Idioma: español
• DOI: 10.4067/S0071-17132018000200269
• Títulos paralelos:
  • A study about the differences in the English language level of students inmmersed in bilingual and non-bilingual programmes in Castilla-La Mancha (Spain)
• Enlaces
  • Texto completo
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    RESUMEN: En los últimos años ha habido un cambio positivo en la percepción sobre el bilingüismo que se refleja en un incremento considerable en la demanda de educación bilingüe entre muchos ciudadanos. Así, el bilingüismo constituye un elemento clave de oportunidades que cualquier miembro de nuestra sociedad puede aprovechar independientemente de cual sea su situación económica familiar (Salis 2002: 43; García 2009: 11). Por este motivo, cada vez más alumnos se incorporan a programas bilingües, pero ¿funcionan?, ¿se obtienen buenos resultados? El trabajo que aquí presentamos pretende analizar la diferencia de nivel competencial de lengua inglesa entre los alumnos de 4º curso de Educación Secundaria Obligatoria pertenecientes a programas bilingües y los que siguen enseñanzas convencionales en la región española de Castilla-La Mancha. Con la información obtenida en nuestro análisis podremos comprobar si los programas bilingües mejoran o no la competencia comunicativa en lengua inglesa de los alumnos inmersos en ellos y, a su vez, establecer una comparación entre los resultados hallados dentro del programa bilingüe de Castilla-La Mancha y los programas desarrollados en otras comunidades autónomas.

  • English

    ABSTRACT: In recent years there has been a positive change in the perception about bilingualism reflected in the increasing number of citizens demanding bilingual education. In this way, bilingualism constitutes a key element of opportunities (Salis 2002: 43) for any member of society regardless of their economic situation (García 2009: 11). For this reason, the number of students joining bilingual programmes is increasing but, do they work? do they produce positive results? This research aims to analyse the differences in the English level between 4th year secondary school students belonging to bilingual and non-bilingual programmes in the Spanish region of Castilla-La Mancha. With the obtained information in our analysis we can determine if the bilingual programmes increase the communicative competence in English language of the students immersed in them. In addition, we will establish a comparison between the results acquired in the bilingual programme of Castilla-La Mancha and other programmes developed in different autonomous communities.

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