Estudio de casos sobre los factores socioculturales y de liderazgo que afectan la enseñanza de lenguas adicionales en colegios internacionales ib

• Autores: Angeles Bueno Villaverde, Veronica Steffen, Carol van Vooren
• Localización: Journal of Supranational Policies of Education (JOSPOE), ISSN-e 2340-6720, Nº. 12, 2020 (Ejemplar dedicado a: Enseñanza, aprendizaje y liderazgo educativo en los programas de Bachillerato Internacional), págs. 26-43
• Idioma: español
• DOI: 10.15366/jospoe2020.12.002
• Títulos paralelos:
  • Case study on social-cultural and leadership factors affecting the teaching of additional languages in ib international schools
• Enlaces
  • Texto completo
• Resumen
  • español

    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.

  • English

    This study collects the results of two case studies of two schools with the Primary School Program (PYP) of the International Baccalaureate Organization (IB) with language immersion programs in additional languages ??and from different Spanish speaking countries (Uruguay and Spain). In-depth interviews were carried out with 48 people between leaders, teachers of additional languages ??(second and third) and representative parents of the community. The results are presented after analyzing the sociocultural factors, the organizational and pedagogical strategies that contribute to the teaching of additional languages ??and the promotion of intercultural understanding through effective school leadership, structured inquiry and concept-based learning. The results indicate that the IB framework for Language Teaching is a general and flexible guide, but the teaching of additional languages ??is not carried out in the same way in schools. There are differences in the knowledge and experience of curriculum development and its implementation. Recommendations are provided for school leaders.

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