Po a Lingua um 31, ene o 2019 131-145
The Human Fac o in P ima y Bilingual
P og ams: The Managemen Teams’ Pe spec i e
Benjamín omo escude o
ami o du án ma ínez
Uni e sidad de Salamanca
Recei ed: 21 Ma ch 2018 / Accep ed: 17 Janua y 2019
ISSN: 1697-7467
ABSTRACT: In Spain, he in e es in bilingual educa ion has led o he implemen a ion
o bilingual p og ams in a la ge numbe o schools. Ou s udy uses desc ip i e esea ch
o analyse he pe cep ions o school managemen eams ega ding he impac o hu-
man esou ces on he design, implemen a ion and supe ision o bilingual p og ams in
p ima y schools wi hin he au onomous communi y o Cas ile and Leon. To his end,
he answe s p o ided by 70 pa icipan s o an ‘ad hoc’ ques ionnai e we e subjec o
sc u iny. Besides he socio-demog aphic cha ac e is ics o he sample, ou dimensions
we e ho oughly s udied: o ganiza ional esou ces (including he design and supe ision
o he bilingual p ojec as well as he deg ee o amilia i y wi h and he accep ance o he
p ojec ), human esou ces ( ha is, he numbe o specialis eache s, eache s wi h L2 ac-
c edi a ion, and language assis an s a ailable), eache p o iles (desc ibing u no e a e,
L2 le el, and pa icipa ion in CPD cou ses) and managemen eams p o iles (p o iding
in o ma ion on aining in bilingual educa ion and on access o CPD cou ses and on e-
sou ces o he e alua ion o he p og am). The analysis o he esea ch da a is conclus-
i e in iden i ying he aining o managemen eams and he u no e a e o specialis s
as key o he success o school bilingual p og ams.
Key wo ds: bilingual educa ion, human esou ces, managemen eam, assessmen .
El ac o humano en los p og amas bilingües de educación p ima ia: la pe spec i a de
los equipos di ec i os
RESUMEN: En España, el in e és po la educación bilingüe ha lle ado a su implemen-
ación a nume osos cen os escola es. Nues o es udio cons i uye una in es igación des-
c ip i a ace ca de la pe cepción de los equipos di ec i os sob e el impac o de los ecu -
sos humanos en el diseño, implemen ación y supe isión de los p og amas bilingües en
colegios de educación p ima ia de Cas illa y León. A al in, se some ie on a esc u inio
las espues as a un cues iona io ‘ad hoc’ comple ado po 70 pa icipan es en ales equi-
pos pa a es udia , además de las ca ac e ís icas sociodemog á icas de la mues a, cua o
dimensiones: ecu sos o ganiza i os ( ela i os al diseño y supe isión del p oyec o bi-
lingüe y a su conocimien o y g ado de acep ación po pa e del p o eso ado), ecu sos
humanos (es o es, el núme o de docen es especialis as, con ac edi ación lingüís ica y
auxilia es de con e sación disponibles), pe iles docen es ( asa de in e inidad, ni el de
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L2 y pa icipación en cu sos de o mación con inua) y pe iles de los equipos di ec i-
os ( ela i os a la o mación en enseñanza bilingüe, al acceso a cu sos de o mación
y a ecu sos pa a la e aluación del p og ama). Nues o análisis esul a concluyen e al
iden i ica la o mación de los equipos di ec i os y la es abilidad del p o eso ado espe-
cialis a como elemen os esenciales pa a el éxi o de los p og amas escola es bilingües.
Palab as cla e: educación bilingüe, ecu sos humanos, equipos di ec i os, e aluación.
1. In oduc ion
Wi hin he Eu opean Union, Spain is one o he mos p o-ac i e coun ies in emb acing
bilingual educa ion o he ex en ha i is ega ded as one o he leading coun ies in Con en
and Language In eg a ed Lea ning p ac ices (Lasagabas e & Ruiz de Za obe, 2010). An
o e iew o he li e a u e on bilingual p og ams in Spain shows ecu ing elemen s behind
ei he he success o he ailu e o hese p og ams. A e he analysis o quali a i e da a
ga he ed om Cas ile and Leon bilingual p og ams’ managemen eams, we will speci ically
add ess hose which may all wi hin he b oad ca ego y o “ he human ac o ”, which include
bu a e no es ic ed o aspec s conce ning he human esou ces a ailable a hei schools.
In he i s place, ega ding he eache s’ p o essional p o ile, he success ul implemen -
a ion o any kind o bilingual p og am is la gely iewed as dependen on he a ailabili y o
eache s bo h p o icien in he o eign language and expe ienced o ained, and quali ied, in
bilingual eaching me hodology (Thomas & Collie , 2003; Dal on-Pu e , 2007; Desai, 2010;
Na és, 2011; Cabezuelo & Fe nández, 2014). E en i compe ence in he o eign language
is one o he eache s’ main conce ns in bilingual schools (Oli a es & Pena, 2013), Du án
and Bel án (2016) concluded ha al hough eache s pe cei e i as a p e equisi e, once he
p og am is s a ed, his alls behind me hodological skills “speci ically aimed a gaining CLIL
expe ise as his becomes p ominen in hei daily p ac ice” (2016: 84).
Secondly, he s abili y o eache s a schools and hei commi men o he p og ams a e
also decisi e in hei success. I is c ucially impo an o eache s o become amilia wi h
he p ojec , o be ully cognizan o he school con ex , and o ge engaged in Con inuing
P o essional De elopmen (hence o wa d CPD) schemes (Robledo & Co ez, 2002). F om an
educa ional policies’ pe spec i e, au ho i ies should also make an e o o p o ide eache s
in ol ed in bilingual p og ams wi h cou ses sui ed o mee hei needs, o “i seems ha
he bilingual p ojec has expe ienced e y li le p og ess ega ding eache s’ demands o
aining and de elopmen o eaching skills. Qui e he con a y, esul s show ha eache
aining has dec eased d ama ically” (Cabezuelo & Fe nández 2014: 60).
Addi ionally, pa en al in ol emen is equally deemed o play a seminal ole (Robledo
& Co ez, 2002; A ias & Mo illo-Campbell, 2008) o he s uden s o ob ain good esul s.
Howe e , while acco ding o Mon emayo (2004), hei ca e s’ collabo a ion in he lea ning
p ocess has an e en g ea e impac on hei academic achie emen han hei socio-economic
s a us, mo e ecen s udies in Spain challenge his iew and claim ha s uden s wi h lowe
socio-economic s a us ob ain poo e esul s in con en subjec s o CLIL p og ams han hose
om mo e p i ileged backg ounds (Fe nández, Fe nández & A ias, 2017).
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Supe ision and e alua ion o bilingual p og ams a e conside ed o be a ou h key o
hei success (Robledo & Co ez, 2002; Villa eal, 2009). Un o una ely, acco ding o T a é
(2013), p io o launching a bilingual p og am, schools usually ollow igidly designed p o-
ocols wi hin a highly bu eauc a ic amewo k. I s guidelines a e o en igno ed and hey a e
nei he consul ed o ack, moni o , assess, o e iew he p og am’s p og ess and ou comes
no modi ied in acco dance o he o e all e alua ion o he p ojec .
Finally, as poin ed by Fe nández, Pena, Ga cía & Halbach (2005), and by Pena and
Po o (2008), eache s inc easingly demand e ec i e measu es o ca e o di e si y and in-
clusion wi h ega ds SEN (Special Educa ion Needs) child en. Indeed, Lao den and Peña iel
(2010) showed ha 69% o bilingual schools managemen eams expe ienced di icul ies o
mee he needs o SEN pupils in he English class, which was also u he emphasized by
Lo a, Bola ín and Po o (2013).
2. Aims
This a icle seeks o analyse some o he key ea u es which cha ac e ize he com-
ponen s associa ed o “ he human ac o ”, including human esou ces a ailable in p ima y
schools unning bilingual p og ams. These will be examined om ou di e en angles:
o ganiza ional esou ces, human esou ces, eache p o iles and managemen eam p o iles. In
o he wo ds, we aim o d aw aluable in o ma ion om he iews o membe s o bilingual
schools managemen eams on:
- O ganiza ional esou ces: design, accep ance and assessmen o he bilingual p og am;
ole o he managemen eam; eache s’ acquain ance wi h he p ojec .
- Human esou ces: a ailabili y o specialis eache s, language assis an s, SEN
eache s and numbe o eache s wi h aining in CLIL me hodology.
- Teache p o ile: u no e a es and deg ee o eache in ol emen in he p og am
and in CPD cou ses.
- Managemen eam p o ile: p og am e alua ion aining, access o CPD cou ses,
p o ision o ex e nal consul an s and a ailabili y o s anda dized quali y assu ance
p ocedu es.
3. me hodology
3.1. Design
In o de o achie e he aims o ou s udy, a non-expe imen al quali a i e esea ch
design was applied wi h an ex-pos - ac o me hodology using ques ionnai e s udies (Mo ales
Vallejo, U osa, & Blanco, 2003). Thus, ins ead o manipula ing any a iables o analyse he
changes unde gone by o he s, we measu ed he a iables in hei na u al con ex o examine
an ini ially uniden i ied eali y.
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3.2. Ins umen
A 1/5 Like -like scale ques ionnai e including dicho omic and quan i a i e ques ions was
designed o ga he he equi ed in o ma ion o ou s udy, a pa i sel o a wide esea ch on
he o ganiza ional aspec s o bilingual p og ams. In o de o alida e i , s anda d p ocedu es
we e ollowed p io o i s applica ion and hus, a inal d a designed by he au ho s based
on a simila s udy (Lao den y Peña iel, 2010) was sen o a g oup o nine eache s (six head
eache s, wo head o s udies and one sec e a y) pa icipa ing in his esea ch as subjec s
and expe s. They we e asked o p o ide eedback on he ele ance, cla i y and sui abili y
o he i ems and o o e sugges ions o imp o emen a e which wo i ems we e ejec ed
as hey we e deemed edundan , he wo ding o h ee i ems was e o mula ed o he sake
o cla i y and, ollowing he sugges ions o he expe s, wo new i ems we e included (i ems
eigh and nine in Table 1). The inal e sion o he ins umen consis ed o 42 i ems.
The inal ques ionnai e was di ided in o i e sec ions, namely, sociodemog aphic
cha ac e is ics, o ganiza ional esou ces, human esou ces, eache p o iles, and managemen
eam p o iles.
- The socio-demog aphic cha ac e is ics o he sample include da a such as he name
o school and he name o own/ illage, and he ollowing a iables: school ype
(s a e- un s s a e subsidized), language o he bilingual p og am, subjec ole in he
managemen eam (head eache , head o s udies o sec e a y), eaching expe ience,
age, and sex o he esponden s.
- The o ganiza ional esou ces we e assessed h ough he answe s o nine i ems wi h a
1/5 Like -like scale anging om alue 1 ( o ally ag ee) o 5 ( o ally disag ee) (see
Table 1).
- The human esou ces sec ion includes i e i ems; while ou o hem a e dicho omic
(yes/no), one p o ides h ee possible op ions: All, Some o Don´ know (see Table 2).
- The eache p o iles we e d awn om he answe s o i e i ems conce ning he u no e
a e o eache s a bilingual schools ( anging om 0 o 6 o mo e) (see Table 3) and
om hose gi en o six 1/5 Like -like scale i ems o exp ess hei in e es in p o es-
sional de elopmen , wi h alues anging om no in e es ed (1) h ough comple ely
in e es ed (5) (see Table 4).
- Finally, he managemen eam p o ile sec ion is made up o six dicho omic (yes/no)
ques ions ega ding bo h hei quali ica ion and he suppo p o ided o assess he
bilingual p og amme o hei school (see sec ion 4.5.)
3.3. Pa icipan s
S a ing wi h he membe s o managemen eams a p ima y schools in Cas ile and Leon
who we e unning a bilingual p og am in he school yea 2013/2014, and using a non-p ob-
abilis ic acciden al sampling, a inal sample o 70 schools was ob ained. The esponse a e
was 25%. Replies we e ecei ed om a o al numbe o 70 schools ou o he 280 ha
me he ini ial equi emen s. Wi h his sample size, a maximum sampling e o o 9 % was
ob ained. In he Resul s sec ion, he mos ele an socio-demog aphic cha ac e is ics o ou
sample will be desc ibed.
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3.4. P ocedu e
A non-p obabili y sampling p ocedu e wi h olun ee s was applied. Fi s , he 280 schools
wi h bilingual p og ams in Cas ile and Leon in he yea 2013/2014 we e iden i ied. Nex , in
Decembe 2014 con ac was es ablished wi h all he schools h ough hei ins i u ional e-mail
add ess and hey we e sen a link so ha he membe s o he managemen eam in ol ed
in he s udy could comple e he ques ionnai e h ough Google D i e. In Ap il 2015 he las
answe s we e eco ded.
3.5. Analysis
A SPSS (23.0) ool o Desc ip i e S a is ics was used, which allowed us o ou line
he da a and p esen he answe s o he i ems o he ques ionnai e h ough ables so as o
highligh he mos salien esul s a e a calcula ion o he s anda d measu es o he cen al
endencies (mean) and o dispe sion (s anda d de ia ion). The esul s a e d awn om he
analysis o each and e e y single i em. In Table 4 he C ombach’s Alpha was calcula ed o
in e nal consis ency, wi h a sa is ac o y coe icien (.748).
4. esul s
4.1. Socio-demog aphic cha ac e is ics o he sample
Ou o he 70 schools which comple ed he ques ionnai e, 57 we e s a e- un (81%)
and 13 we e s a e-subsidized (19%). The as majo i y o hem (93%) had English as he
language o he bilingual p og am, 4% o schools chose F ench and 3 % Ge man.
Rega ding hei ole in he managemen eam, ou sample shows he ollowing dis i-
bu ion: 54 we e head eache s (77%), 9 head o s udies (13%) and 7 sec e a ies (10 %).
Pa icipan s in his s udy ha e solid eaching expe ience: 83 % o he pa icipan s in ou
sample ha e been eaching o o e 15 yea s, 7 % be ween 10 and 15 yea s, 9 % be ween
6 and 10 yea s and jus 1% ha e less han 5 yea s o eaching expe ience.
In he yea in which his s udy was conduc ed, 76 % o he eaching s a o he p ima y
sec o in Spain we e women (Eu opean Commission, 2013). This epo also s a es ha , e en
hough he e a e mo e women han men a hese le els o he educa ional sec o , membe s
o he managemen eams a e p edominan ly male. Ou sample con i ms hese indings as
41 o ou subjec s a e men (59%) and 29 women (41%).
4.2. O ganiza ional esou ces
The ques ions submi ed o he managemen eams ega ding o ganiza ional esou ces
a e ela ed o he design, deg ee o accep ance and assessmen o he bilingual p ojec , he
leading ole o he managemen eam as well as he le els o awa eness o knowledge o
specialis and gene alis eache s ega ding he implica ions o he p ojec o he school
cu iculum. The esul s a e shown in Table 1.

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Table 1. Pe cen age o unc ional esou ces a schools (n=70)
1 2 3 4 5 Mean S.D.
1. The bilingual p ojec was designed keeping
in mind he school con ex
0 2.8 11.3 33.8 52.1 4.35 0.795
2. The managemen eam supe ised and led
he de elopmen o he p ojec
1.4 0 2.8 23.9 71.8 4.65 0.678
3. The managemen eam has been ained
in bilingual educa ion and is amilia wi h
hese p og ams
4.2 16.9 40.8 19.7 18.3 3.31 1.090
4. An e alua ion model o he p og am has
been designed
1.4 4.2 26.8 38.0 29.6 3.90 0.928
5. The P ojec was unanimously app o ed by
he eaching s a
0.0 1.4 15.5 31.0 52.1 4.34 0.792
6. The P ojec was unanimously app o ed by
he school council
0.0 0.0 2.8 19.7 77.5 4.75 0.499
7. Pa en s ha e in-dep h knowledge o he p o-
g am and know how o suppo he s uden s
0.0 4.2 19.7 49.3 26.8 3.99 0.802
8. Specialis eache s a e amilia wi h he
P ojec and i s cu icula modi ica ions
1.4 1.4 2.8 36.6 57.7 4.48 0.753
9. Gene alis eache s a e awa e o he cu icu-
la modi ica ions
0.0 8.5 29.6 29.6 32.4 3.86 0.975
The design o a p ojec wi h clea and ealis ic objec i es ha a e adap ed o he con ex
o he school is usually conside ed o pa amoun impo ance o he success o bilingual
p og ams (Howa d, Suga man & Ch is ian, 2003; Thomas & Collie , 2003). Teache s, pa en s
o ca e s and s uden s should ha e ull knowledge o hese objec i es.
Ques ion one shows ha mos o he subjec s (52.1%) a e highly sa is ied wi h he
design o he p ojec , al hough he e is also a signi ican numbe o pa icipan s (14.1%) who
belie e ha i did no bea in mind he cha ac e is ics o he school. Rega ding ques ion 2,
mos pa icipan s s a e ha , as membe s o he managemen eam, hey ha e supe ised and
led he design and implemen a ion o he p ojec , adap ing i o he con ex o he school.
Howe e , he answe s o ques ion 3 show ha , su p isingly, mo e han 60% o he subjec s
in ol ed in he leade ship o he bilingual p og am ha e li le o no knowledge o bilingual
educa ion.
The le el o sa is ac ion wi h he e alua ion model o he p og am (ques ion 4) ema k-
ably anges om medium o low (31 %) o e y high (29.6%). Wi h ega d o he accep ance
and suppo o he p og am, ques ions 5, 6 and 7 ha e yielded e y posi i e esul s al hough
some da a show in e es ing di e ences. We can obse e ha he le el o app o al o he
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p og am by he school council is highe han ha o he eaching s a . This is due o he
ac ha he p ojec has o be app o ed a school le el be o e i is p esen ed o he school
council. The eache ep esen a i es usually cas a o e in a ou o he p og am since hey
a e ep esen ing he majo i y opinion o hei colleagues. I is also wo h no icing ha ,
acco ding o he school managemen eam, mos pa en s know how he p og am wo ks and
how o suppo he s uden s.
Ques ions 8 and 9 y o shed ligh on he eache s’ knowledge o he cu icula modi-
ica ions esul ing om he implemen a ion o he bilingual p og am. Managemen eams
show a highe le el o sa is ac ion wi h he specialis s han wi h he gene alis eache s.
4.3. Human esou ces
Wi h e e ence o human esou ces, he ques ions a e o ien ed o d aw in o ma ion om
he managemen eam abou he a ailabili y o eache s o keep up wi h he demands o he
bilingual p og am. The e o e, he ques ions a e ca ego ical. The esul s a e shown in Table 2.
Table 2. Pe cen age o human esou ces a schools (n=70)
Yes No
1. The e a e enough specialis eache s a school o each he classes 88.40 11.60
2. Teache s ha e acc edi a ion in he o eign language 95.70 4.30
3. The school has language assis an s who a e na i e speake s 44.90 55.10
4. The school has specialis eache s o assis s uden s wi h di icul ies
wi h he p og am
37.70 62.30
5. Bilingual p og am eache s ha e been ained in CLIL
me hodology
All
38.20
Some
39.70
Don’ know
22.10
Ques ions 1 and 2 in Table 2 show us ha mos schools ha e enough specialis eache s
and almos all o hem ha e he le el equi ed by he educa ional au ho i ies. Ne e heless,
we can see ha he e is s ill a meaning ul numbe o schools (11.60%) ha need specialis
eache s. Ques ion 3 shows ha mos o he schools (55.1 %) ha ha e pa icipa ed in he
su ey do no ha e language assis an s, al hough managemen eams, in hei quali a i e
commen s, conside hem o be a e y impo an cul u al and linguis ic esou ce. Ques ion
4 highligh s he need o 62.3 % o he schools o ha e mo e specialis eache s o assis
s uden s who ha e di icul ies in ollowing he bilingual p og am. Ou da a also show ha
22.10% o he managemen eams ha e in o ma ion abou hei s a ’s aining in CLIL
me hodology and 39.70% o hem s a e ha no all he eache s ha e aining in bilingual
educa ion me hodology.
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4.4. Teache p o iles
When analysing eache p o iles, we wan ed o ecei e in o ma ion om managemen
eams abou he numbe s o pe manen and non-pe manen eache s in he school and in he
bilingual p og am, he u no e a e o eache s and hei in e es in CPD cou ses o ac i i ies
o imp o e he bilingual p og am. The esul s a e shown in Tables 3 and 4.
Table 3. Tu no e a e o eache s a schools
0 1 2 3 4 5 6 o
mo e
Mean S.D.
1. Speci y he numbe
o specialis eache s in
bilingual educa ion ha
a e pe manen
17.4 29.1 14.5 7.2 11.6 4.3 15.9 2.43 2.083
n=69
2. Speci y he numbe
o specialis eache s in
bilingual educa ion ha
a e NOT pe manen a
school
20.3 21.9 32.8 17.2 4.7 1.6 1.6 1.75 1.321
n=64
3. Speci y he numbe
o class oom eache s o
bilingual g oups ha a e
pe manen
8.8 7.4 14.7 7.4 10.3 10.3 41.2 3.99 2.134
n=68
4. Speci y he numbe
o class oom eache s o
bilingual g oups ha a e
NOT pe manen
25.8 24.2 27.4 11.3 9.7 0.0 1.6 1.61 1.383
n=62
Ou esul s show ha a signi ican numbe o schools (17.4%) ei he do no ha e a
single specialis eache who is pe manen in he bilingual p og am o ha e only one pe -
manen specialis (29.1%). Ques ion 2 also shows ha 57.9 % o he schools ha e wo o
mo e specialis eache s who a e non-pe manen .
The pu pose o ques ions 3 and 4 is o ob ain in o ma ion ega ding he job pe manence
a es o class oom eache s who, e en i hey a e no specialis s, a e in cha ge o a bilingual
p og am class. Bo h ques ions a e complemen a y and he esul s show e y in e es ing da a:
27.4% o he subjec s decla e ha ing wo class oom eache s o bilingual g oups as empo a y
eache s and 22.6% indica e ha hey ha e h ee o mo e eache s in ha si ua ion. The need
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o specialis eache s is di ec ly linked o he numbe o g oups ecei ing bilingual ins uc-
ion a school as well as o he cou ses whe e i is implemen ed. When he ques ionnai e
was conduc ed, mos schools (49 ou o 70) had implemen ed he bilingual p og am in all
o he p ima y cou ses which means hey would need se e al specialis eache s, in addi ion
o he o eign language eache . The ideal si ua ion would be o all class oom eache s o
ecei e aining o bilingual educa ion which would ensu e he p o ision o eache s o help
s uden s p e en ing hem om alling behind.
Table 4. Pe cen age o eache s and p o essional de elopmen
1 2 3 4 5 Mean S.D.
1. How would you a e he le el o
eache mobili y a you school?
21.7 27.5 23.2 20.3 7.2 2.64 1.236
n=70
2. Non specialis eache s a e compe en
in he o eign language
13.4 53.7 23.9 6.0 3.0 2.31 0.891
n=67
3. Non specialis eache s pa icipa e
in de elopmen cou ses in he o eign
language
18.5 43.1 29.2 6.2 3.0 2.32 0.954
n=65
4. Specialis eache s pa icipa e in de-
elopmen cou ses ela ed o me hodo-
logical imp o emen s
0.0 15.4 26.2 41.5 16.9 3.60 0.949
n=65
5. The eaching s a pa icipa es in
ac i i ies ha help imp o e he bilingual
p og am
4.4 11.8 29.4 33.8 20.6 3.54 1.085
n=68
6. Value he suppo o he eache s in
he p ojec as i is cu en ly being ca ied
ou
0.0 4.3 17.4 46.4 31.9 4.06 0.820
n=69
In o de o ha e an o e iew o he esul s ob ained in Table 3, we asked he membe s
o he managemen eams o e alua e he u no e a e o eache s in hei schools. Ques-
ion 1 in Table 4 shows ha 27.5% o pa icipan s conside he u no e a e o be low and
21.7% conside i o be e y low o non-exis en . Ne e heless 23.2% o he managemen
eams conside ha he u no e a e is a mid le el and 20.3% ind i high. Finally, 7.2%
o he pa icipan s conside ha he school has a e y high u no e a e. These da a show
big di e ences be ween schools.
Teache s’ lack o pe manence in one school can also be an obs acle o he p omo ion
o pa icipa ion in CPD cou ses o ac i i ies ha may imp o e he p og am. Ques ions 2
and 3 a e complemen a y and aim o ob ain in o ma ion ega ding non specialis eache s
and hei in e es in he o eign language o he p og am. Resul s show ha o e 67% o
non specialis s ha e e y li le o no knowledge o he o eign language, which is consis en
wi h he ac ha his is no obliga o y o hem. Howe e , esul s also show ha o e 60%