Linguistic Programmes in Castilla- La Mancha: A study of students, teachers and parents’ attitudes toward bilingualism in secondary schools

Abstract

Nowadays, the study of languages is a key aspect in the educational policies of the European Union and Spain. As a result of this interest in languages, different bilingual programmes have been implemented in the different autonomous communities within Spain. Castilla-La Mancha is one of these autonomous communities, as it has been developing linguistic programmes since 1996. The main aim of this research will be to study students, teachers and parents’ attitudes toward bilingualism and different aspects of linguistic programmes in Castilla-La Mancha. In order to achieve this aim, three different questionnaires were designed for students, teachers and parents involved in a specific linguistic programme which is developed in a secondary school located in Castilla-La Mancha. The questionnaires which were administered to these groups attempted to find their opinions on the following topics: attitudes toward English, attitudes toward the linguistic programme, instrumental orientation toward learning English, parental encouragement, multiculturalism, integrative orientation toward learning English, task motivation, methodology, teacher training, materials and the positive/ negative effects of the linguistic programme on students. Findings revealed that the majority of students, teachers and parents who took part in the study show positive attitudes toward bilingualism and toward the linguistic programme. As regards students, they state that they like communicating in English and learning content subjects through English. Concerning parents, they think that the linguistic programme has had positive effects on their children’s level of English. Finally, teachers agree with parents on the positive effects on the students’ level of English and they state that linguistic programmes improve the quality of the education received by students.