IMPLEMENTACIÓN DE LOS PROGRAMAS BILINGÜES EN EDUCACIÓN PRIMARIA: ESTRATEGIAS DE ENSEÑANZA Y EVALUACIÓN

This article aims to provide a reflective analysis about the implementation of bilingual programs in the classroom. A qualitative research methodology, eminently descriptive, and open-ended interviews as a tool for collecting information have been used. The formulation of open-ended questions, with a medium-low structural level, allowed us to know the ideas, beliefs and opinions of the interviewees about the teaching strategies and forms of assessment used in the Primary Education classrooms. This interview was carried out with 78 teachers, from both public and private schools, attending a stratified sampling that allowed us to reach 21% of the centres that had developed bilingual programs in the Community of Murcia when the research took place. The information obtained was classified in different categories and, from this categorization the analysis was carried out by the program of qualitative data analysis MAXQDA version 10. The main results show that the implementation of bilingual education involves a change in the methodologies used by teachers in the classroom and also a more active and participative role by the students.Este artículo tiene el propósito de proporcionar un análisis reflexivo acerca de la implementación de los programas bilingües en las aulas de Educación Primaria. Se ha empleado una metodología de investigación de corte cualitativo, eminentemente descriptiva, y entrevistas abiertas como herramienta de recogida de información. La formulación de preguntas de carácter abierto, con un nivel de directividad medio-bajo, ha permitido conocer las ideas, creencias y opiniones de los entrevistados sobre las estrategias de enseñanza y formas de evaluación empleadas en las aulas de Educación Primaria. Esta entrevista fue realizada a 78 docentes, distribuidos en colegios públicos y privados, atendiendo a un muestreo estratificado que ha permitido llegar al 21% del total de centros que desarrollaban programas bilingües en la Comunidad de Murcia en el momento de la investigación. La información obtenida se agrupó en torno a categorías y, a partir de esa categorización, se procedió al análisis mediante el Programa de análisis cualitativo de datos MAXQDA versión 10. Los principales resultados manifiestan que la implementación de la enseñanza bilingüe conlleva un cambio en las metodologías empleadas por los docentes en las aulas y un rol más activo y participativo por parte del alumnado.This article aims to provide a reflective analysis about the implementation of bilingual programs in the classroom. A qualitative research methodology, eminently descriptive, and open-ended interviews as a tool for collecting information have been used. The formulation of open-ended questions, with a medium-low structural level, allowed us to know the ideas, beliefs and opinions of the interviewees about the teaching strategies and forms of assessment used in the Primary Education classrooms. This interview was carried out with 78 teachers, from both public and private schools, attending a stratified sampling that allowed us to reach 21% of the centres that had developed bilingual programs in the Community of Murcia when the research took place. The information obtained was classified in different categories and, from this categorization the analysis was carried out by the program of qualitative data analysis MAXQDA version 10. The main results show that the implementation of bilingual education involves a change in the methodologies used by teachers in the classroom and also a more active and participative role by the students