Núm. 12 (2020): Enseñanza, aprendizaje y liderazgo educativo en los programas de Bachillerato Internacional
Monográfico

ESTUDIO DE CASOS SOBRE LOS FACTORES SOCIOCULTURALES Y DE LIDERAZGO QUE AFECTAN LA ENSEÑANZA DE LENGUAS ADICIONALES EN COLEGIOS INTERNACIONALES IB

Angeles Bueno-Villaverde
Universidad Camilo José Cela
Veronica Steffen
Universidad Camilo José Cela
Publicado diciembre 29, 2020

Palabras clave:

Lenguas adicionales, liderazgo, Programa de la Escuela Primaria PEP, inmersión dual, AICOLE
Cómo citar
Bueno-Villaverde, A., Steffen, V. ., & Van Vooren, C. (2020). ESTUDIO DE CASOS SOBRE LOS FACTORES SOCIOCULTURALES Y DE LIDERAZGO QUE AFECTAN LA ENSEÑANZA DE LENGUAS ADICIONALES EN COLEGIOS INTERNACIONALES IB. Journal of Supranational Policies of Education (JoSPoE), (12), 26-43. https://doi.org/10.15366/jospoe2020.12.002

Resumen

En este estudio se recogen los resultados hayados en dos estudios de casos de dos colegios con el Programa de la Escuela Primaria (PEP) de la Organizacióin del Bachillerato Internacional (IB) con programas de inmersión lingüística en lenguas adicionales y procedentes de países distintos de habla hipana (España y Uruguay). Se llevaron a cabo entrevistas en profundidad a 48 personas entre directivos, profesores de lenguas adicionales (segunda y tercera) y padres representativos de la comunidad. Se exponen los resultados tras analizar los factores socioculturales, las estrategias organizativas y pedagógicas que contribuyen a la enseñanza de lenguas adicionales y al fomento de la comprensión intercultural mediante un liderazgo escolar eficaz, la indagación estructurada y el aprendizaje basado en conceptos. Los resultados indican que el marco de referencia IB para la Enseñanza de las lenguas es una guía general y flexible, pero la enseñanza de las lenguas adicionales no se lleva a cabo de igual manera en los centros. Hay diferencias en el conocimiento y la experiencia del desarrollo curricular y su puesta en marcha. Se aportan recomendaciones para los líderes de los centros.

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