Coordination in bilingual programs: Teacher's voices

Abstract

This article is framed in a line of research aimed at determining the real situation of the teachers assigned to bilingual programs in Primary Schools in the Murcia region. The aim of this report is to provide a reflexive analysis of the teacher's assessments about the coordination. Qualitative and descriptive research methodology was used, depending on the type of information being gathered. According to the kind of information aimed to obtain, it was carried out a qualitative research methodology, being also descriptive. In order to obtain the information, the open-ended interview was used with a medium-low level of intervention. This method allows the ideas, beliefs and opinions about the study to be determined by means of open-ended questions. Fourteen teachers from eight Public preschools and elementary schools took part in this interview. The results were divided into categories and, from this categorization, the analysis was carried out using the qualitative data analysis program, MAXQDA version10. The main results show that the integration of languages and contents is a task based on a coordination effort between the teachers involved and the language assistants for the quality of teaching and its success.