Teaching Methods of Bilingual Education Programs in Childhood, Primary, Secondary, and Training Bachelor

Abstract

The implementation of bilingual programs in schools raises several difficulties, mainly focused in two areas: first, in teacher training directed almost exclusively to linguistic empowerment (nonspecialists), obviating the didactic and methodological skills necessary to carry out successfully. On the other hand, when performing the monitoring and evaluation of these programs, lack of valid indicators to assess the quality of processes, particularly those related to teaching methodology, preventing processes needed improvement. Our study is intended as a working document for future experiences of bilingualism in terms of educational programming and an implementation methodology for quality. From the curricular paradigm of basic skills, as well as the specific methodology of teaching and learning internationally recognized foreign language CLIL intend to draw a number of criteria related to teaching methodology and processes of monitoring and evaluation bilingual programs. The dimensions encompassing such programs go further and cover areas ranging from teacher training to educational administration. Serve this study as an approach focused on the methodological aspects