Teachers in the Spanish bilingual system
their linguistic competence and the uses of the language
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Spain introduced the bilingual program for public schools for the first time in 1996 as a joint venture of the Spanish Ministry of Education and the British Council. The ultimate goal was to make students fluent in English, which was considered a key factor in order to favor future employment projects and professional ambitions. Hence, back in the year 2000, regional governments across the country began to launch their bilingual programs along the compulsory and non-compulsory education, and the number of students enrolled in such programs has grown exponentially ever since.The aim of this res...
Spain introduced the bilingual program for public schools for the first time in 1996 as a joint venture of the Spanish Ministry of Education and the British Council. The ultimate goal was to make students fluent in English, which was considered a key factor in order to favor future employment projects and professional ambitions. Hence, back in the year 2000, regional governments across the country began to launch their bilingual programs along the compulsory and non-compulsory education, and the number of students enrolled in such programs has grown exponentially ever since.The aim of this research is to determine the importance of the level of the language skills of language teachers in Early Childhood Education in order to favor language acquisition in students between 3 and 7 years old. This paper is part of a research line interested in both the competence and command of the teachers in the second language and, to a lesser extent, the impact that reading has on them. Therefore, different authors are mentioned that allude to both themes and interrelate among them.
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