Dual Language: A Study on Teachers’ and Administrators' Perceptions of Dual Language Effectiveness: Pre-K through Third Grade in Spain
San Juanita G. Hachar

It may appear, in some ways, Spain is like the United States of America, which, for the most part, has not sanctioned, nor fully supported, the acquisition of a second language. In the United States of America, there is a more common tendency to introduce a foreign language in high school, when, unfortunately, it is almost too late for the student to be able to acquire the language as a native speaker. Spain has had the same situation. Some English teachers are graduating from universities with a degree in English, but can not speak it fluently nor confidently. They can merely translate. Spain is now promoting a 100% effort to have English as a second language, not as a foreign language. This study will look at the rapid change in Spain that embraces a bilingual, bicultural program with an emphasis on teaching methods, attitude changes, and the importance of teacher development in the process of change. We need to see that change is constant. Without change and conflict, there is no growth. Spain is growing and enhancing a bilingual, Spanish / English world. How they are achieving this, quickly and with positive results, is the major thrust of this paper.

Full Text: PDF     DOI: 10.15640/jehd.v3n4a8