Attitudes of Primary Education Students toward Intercultural and Bilingual Education in Primary Schools

Hus, Vlasta; Hegediš, Polona Jančič

doi:10.9734/bpi/nhess/v9/7491d

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“…Similarly, Hipfner-Boucher, Lam and Chen (2014) discover that children participating in bilingual education had higher levels of phonological awareness and word reading skills. As for intercultural awareness, Romanowski (2018) discusses how certain forms of bilingual education favour intercultural learning, an idea also supported by Hus and Hegedis (2021), who show that teachers of bilingual programs believe that this sort of education is the most appropriate for intercultural learning. Yang (2017) explores the views of bilingual education university undergraduates and reveals that improved international mobility and employability are wellregarded advantages of this type of education according to students.…”

Section: Theoretical Framework: Clil Competences and Employabilitymentioning

confidence: 97%

Employment, work abroad and bilingual education: Spanish bilinguals graduates’ self-perceived employability, mobility and intercultural competence

Palacios-Hidalgo

Parra

Espejo-Mohedano

et al. 2021

JTLGE

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Bilingual programs have become more common in higher education around the world in an attempt to provide learners with the education they need to face today’s world. These programs can provide academic, linguistic, intercultural, and professional benefits to students. Consequently, countries like Spain have developed bilingual education to help students become proficient in foreign languages and develop essential competences for their professional futures. Research has analysed how Spanish bilingual education is implemented, and how teachers are trained. However, few studies examine how bilingual programs impact graduates’ employability, mobility, and intercultural awareness, and how graduates perceive their skill development. Moreover, little has been studied about bilingual graduates’ work situation and whether participating in these programs has helped them find work abroad. This paper analyses whether a combination of participation in Spanish bilingual programs, employment, and experiences working abroad affects bilingual education graduates’ self-perceived employability, mobility, and intercultural awareness. This study adopts a quantitative approach, in which 741 respondents participated. Findings show that bilingual graduates who are currently working have higher self-perceived employability and better perceptions of their mobility and employability competences than those who followed monolingual studies, even when they have not worked abroad.

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Section: Theoretical Framework: Clil Competences and Employabilitymentioning

confidence: 97%

Employment, work abroad and bilingual education: Spanish bilinguals graduates’ self-perceived employability, mobility and intercultural competence

Palacios-Hidalgo

Parra

Espejo-Mohedano

et al. 2021

JTLGE

View full text Add to dashboard Cite

show abstract

Attitudes of Primary Education Students toward Intercultural and Bilingual Education in Primary Schools

Cited by 1 publication

References 0 publications

Employment, work abroad and bilingual education: Spanish bilinguals graduates’ self-perceived employability, mobility and intercultural competence

Employment, work abroad and bilingual education: Spanish bilinguals graduates’ self-perceived employability, mobility and intercultural competence

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