Participation in Bilingual Education Programs as a Key Factor to Linguistic Success: The Spanish Case

Autor/inn/en	Palacios-Hidalgo, Francisco Javier; Gómez-Parra, María Elena; Huertas-Abril, Cristina A.; Espejo-Mohedano, Roberto
Titel	Participation in Bilingual Education Programs as a Key Factor to Linguistic Success: The Spanish Case
Quelle	In: Language and Education, 36 (2022) 6, S.560-575 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palacios-Hidalgo, Francisco Javier) ORCID (Gómez-Parra, María Elena) ORCID (Huertas-Abril, Cristina A.) ORCID (Espejo-Mohedano, Roberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1933019
Schlagwörter	Bilingual Education; Spanish; Second Language Learning; Second Language Instruction; Intercultural Communication; Communicative Competence (Languages); Foreign Countries; Gender Differences; Cultural Awareness; Self Concept; Employment Potential; Social Media; Social Networks; Outcomes of Education; Study Abroad; Occupational Mobility; Graduates; Spain + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Geschlechterkonflikt; Cultural identity; Kulturelle Identität; Selbstkonzept; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Soziale Medien; Social network; Soziales Netzwerk; Lernleistung; Schulerfolg; Studies abroad; Auslandsstudium; Berufliche Mobilität; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Spanien
Abstract	As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs' implementation, students' performance or teacher training, but not on their contribution to graduates' self-perceived linguistic success (understood as a combination of intercultural competence, international mobility and employability). Therefore, this paper studies whether Spanish bilingual education results in higher self-perceived competences. An instrument examining these three elements is applied, and Facebook Audience Insights is used for sample targeting. Findings prove that Spanish bilingual education graduates have higher self-perceived intercultural competence and international mobility. In terms of gender, women who have participated in Spanish bilingual education show higher self-perceived intercultural competence, whereas men who have studied in these programs consider themselves more interculturally competent and mobile. Conversely, there is no evidence of more positive self-perceived employability than in monolingual education. All in all, participation in a Spanish bilingual program is demonstrated to be an influential factor in self-perceived global linguistic success, employability, and intercultural competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01