Abstract:

This article aims to show to what extent schools and teaching staff in the Castilla-La Mancha area of Spain are interested in adopting the bilingual programme Secciones Europeas proposed by the regional authority.
Permanent teaching staff at Primary schools in Castilla-La Mancha have been surveyed, and a first-stage analysis has been performed in the area of Cuenca, the province with the smallest number of primary education centres currently involved in the programme (3 out of 67 primary schools).
The results of the survey highlight teachers’ overall misconception that the specialist foreign language teacher is the most appropriate figure for Content and Language Integrated Learning (CLIL). In consequence our analysis reinforces our conviction that there is a need to both improve primary teachers’ foreign language skills and provide complementary training which includes techniques and resources for CLIL classroom practice.

Keywords:

bilingual education, secciones europeas, castilla-la mancha (spain), primary teacher.