The coordination between English and Spanish literacy teaching methods in Aragonese Infant Education Schools: Work in Progress

Sanz Astier, Lucía
Pellicer Ortín, Silvia (dir.)

Universidad de Zaragoza, FEDU, 2019
Departamento de Filología Inglesa y Alemana, Área de Filología Inglesa

Graduado en Magisterio en Educación Infantil

Resumen: The use of English as a lingua franca has enormously increased its importance in recent decades. It teachings has advanced with such a force to the Early Childhood educational Stage that it has become necessary to coordinate the mother tongue (Spanish) and foreign language (English) teaching to avoid further learning problems. Many schools have developed bilingual teaching models that require complex organizational systems and a higher degree of coordination among the teaching teams. However, teachers continue detecting gaps and contradictions in this coordination. The hypothesis this TFG wants to demonstrate is that there is a lack of effective coordination between the teaching of English and the teaching of Spanish literacy. To demonstrate this lack of coordination, a survey has been developed for teachers practicing in state, semi-private and private schools in Aragon, with questions about the teaching of key-skills (speaking, reading, listening, and writing) and the current coordination carried out in these schools. A methodical exploitation of the survey data has also been carried out through a descriptive interpretation, taking in to account different biases to draw relevant conclusions. To finish the project, a series of basic guidelines to start coordinating language learning, with a focus on literacy, has been proposed.

Tipo de Trabajo Académico: Trabajo Fin de Grado