Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme: Exploring the Correlation between English Proficiency Level and Pre-Service Teachers’ Beliefs
Abstract
:1. Introduction
2. Materials and Methods
2.1. Experimental Design
2.2. Participants
2.3. Study Variables and Evaluation Instrument
3. Results
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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University Degree | Frequency | % |
---|---|---|
Pre-primary education | 63 | 37.1 |
Primary education | 56 | 32.9 |
Joint degree in pre-primary and primary education | 51 | 30.0 |
Academic year | Frequency | % |
1st | 5 | 2.9 |
2nd | 58 | 34.1 |
3rd | 106 | 62.4 |
4th | 1 | 0.6 |
Age category | Frequency | % |
18–20 years | 79 | 46.5 |
21–23 years | 75 | 44.1 |
24–26 years | 12 | 7.1 |
27–29 years | 3 | 1.8 |
30 years or more | 1 | 0.6 |
Gender | Frequency | % |
Male | 23 | 13.5 |
Female | 147 | 86.5 |
Official certificate of English (C1 or above) | Frequency | % |
No | 157 | 92.4 |
Yes | 13 | 7.6 |
Total Sample | 170 | 100.0 |
University Degree | Frequency | % |
---|---|---|
No | 134 | 78.8 |
Yes | 36 | 21.2 |
Interest in English as the first choice for the undergraduate specialisation | Frequency | % |
No | 141 | 82.9 |
Yes | 29 | 17.1 |
In your opinion, what is your current English level? | Frequency | % |
Elementary (A1-A2) | 30 | 17.6 |
Intermediate (B1) | 71 | 41.8 |
Upper intermediate (B2) | 56 | 32.9 |
Advanced (C1-C2) | 13 | 7.6 |
International stay in an English-speaking country | Frequency | % |
No | 157 | 92.4 |
Yes | 13 | 7.6 |
School type (primary education) | Frequency | % |
Private | 6 | 3.5 |
Subsidised | 75 | 44.1 |
State | 89 | 52.4 |
School type (secondary education) | Frequency | % |
Private | 14 | 8.2 |
Subsidised | 62 | 36.5 |
State | 94 | 55.3 |
Bilingual schooling (primary education) | Frequency | % |
No | 119 | 70.0 |
Yes | 51 | 30.0 |
Bilingual schooling (secondary education) | Frequency | % |
No | 116 | 68.2 |
Yes | 54 | 31.8 |
Do you consider that your level of English is sufficient to develop your future career as a teacher in a bilingual school? | Frequency | % |
No | 76 | 44.7 |
Not sure | 29 | 17.1 |
Yes | 65 | 38.2 |
Does the English BP improve or worsen the overall learning experience (i.e., cognitive, affective, linguistic, and subject knowledge skills) in pre-primary education? | Frequency | % |
Worsens | 42 | 24.7 |
Does not affect | 9 | 5.3 |
Improves | 119 | 70.0 |
Do you think that the curricular contents in primary education are learned worse, better, or in the same way in English than in Spanish? | Frequency | % |
Worse | 110 | 64.7 |
Does not affect | 60 | 35.3 |
Better | 0 | 0 |
Do you think that the existence of the BP can help you obtain a permanent teaching position more quickly? | Frequency | % |
No | 40 | 23.5 |
Maybe | 53 | 31.2 |
Yes | 77 | 45.3 |
Total Sample | 170 | 100.0 |
Variable | Chi-Square | Somers’ D |
---|---|---|
University degree | 21.87 ** | 0.269 ** |
Academic year | 20.361 * | 0.26 ** |
Age range | 4.901 | −0.106 |
Gender of participants | 2.363 | 0.024 |
English as a favourite subject | 36.237 ** | 0.353 ** |
Interest in English as an undergraduate specialisation (first choice) | 39.787 ** | 0.305 ** |
Official certificate of English (C1 or above) | 14.248 ** | 0.175 ** |
International stay in an English-speaking country | 7.154 | 0.169 ** |
School type (primary education) | 8.525 * | −0.022 |
School type (secondary education) | 3.615 | 0.018 |
Bilingual schooling (primary education) | 19.426 ** | 0.288 ** |
Bilingual schooling (secondary education) | 13.083 ** | 0.25 ** |
Do you consider that your level of English is sufficient to develop your future career as a teacher in a bilingual school? | 3.981 | 0.006 |
Does the BP in English improve or worsen the overall learning experience (i.e., cognitive, affective, linguistic, and subject knowledge skills) in pre-primary education? | 9.973 | −0.151 * |
Do you think that the curricular contents in primary education are learned worse, better, or in the same way in English than in Spanish? | 4.898 | −0.006 |
Do you think that the existence of the BP can help you obtain a permanent teaching position more quickly? | 12.866 * | 0.126 |
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Mañoso-Pacheco, L.; Sánchez-Cabrero, R. Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme: Exploring the Correlation between English Proficiency Level and Pre-Service Teachers’ Beliefs. Educ. Sci. 2022, 12, 522. https://doi.org/10.3390/educsci12080522
Mañoso-Pacheco L, Sánchez-Cabrero R. Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme: Exploring the Correlation between English Proficiency Level and Pre-Service Teachers’ Beliefs. Education Sciences. 2022; 12(8):522. https://doi.org/10.3390/educsci12080522
Chicago/Turabian StyleMañoso-Pacheco, Lidia, and Roberto Sánchez-Cabrero. 2022. "Perspectives on the Effectiveness of Madrid’s Regional Bilingual Programme: Exploring the Correlation between English Proficiency Level and Pre-Service Teachers’ Beliefs" Education Sciences 12, no. 8: 522. https://doi.org/10.3390/educsci12080522