Reflections concerning the French language in Castilla y León: bilingual sections and trainig of teachers of not linguistic disciplines (NLD)

Abstract

This study explores the panorama of foreign language teaching of and its learning outcomes, with a special emphasis on the French language. We will start by analyzing the situation in our country, Spain, before moving on to tackle, more specifically, the particular case presented by our autonomous Community, Castilla y León. During this process, we will be divulging diverse supporting data and information gleaned from studies conducted in Europe that highlight the predominant foreign languages in the educational area and the degree of attainment of specific objectives. As professionals in the education of future teachers of French as a foreign language, we have felt the need to conduct this study in which we present a review of the educational offer in foreign languages in Castilla y León and of the conditions in which this develops, focussing on the French language and more concretely on the French bilingual sections, considering their advantages and aims, and the training needs of teachers. From the analysis of the current situation, we will reflect upon the need to try to improve the question raised at the beginning, starting from the idea that a wide offer of foreign languages is not only feasible, but indispensable, and that the incorporation of two foreign languages in the school curriculum should be mandatory, not optional.

Keywords

• enseñanza
• lenguas extranjeras
• francés
• secciones bilingües
• formación
• profesorado
• resultados de aprendizaje
• oferta educativa