Document Type
Article
Publication Date
2022
Abstract
Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries.
Copyright Statement
Revista Complutense de Educación allows unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal.
DOI
https://doi.org/10.5209/rced.70926
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
Revista Complutense de Educación
Volume Number
33
Issue Number
1
First Page
13
ISSN
1988-2793
Recommended Citation
Fernández Álvarez M., Paz-Albo J., Hervás-Escobar A. y Montes A. (2021). Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain. Revista Complutense de Educación, 33(1), 13-25. https://doi.org/10.5209/rced.70926