TEACHING STAFF FOR FOREIGN LANGUAGE INSTRUCTION AND INSTRUCTION THROUGH FOREIGN LANGUAGES IN EARLY CHILDHOOD AND PRIMARY EDUCATION SCHOOLS. AUTONOMOUS COMMUNITY OF ARAGÓN.

Abstract

One of the main lines of innovation in the Spanish education system over recent decades has been bilingual education, aimed at improving students’ linguistic competence and preparing them for a globalised context. This approach is aligned with European educational trends, which strategically promote the early introduction of foreign languages, as these ages are considered particularly favourable for language acquisition.

In this context, the Autonomous Community of Aragón has, since 2001, promoted innovation projects focused on the early introduction of foreign languages in Early Childhood and Primary Education schools (Order of 22 May 2001), regulating their implementation from the age of four in Early Childhood Education and in the first cycle of Primary Education, as well as the introduction of a second foreign language in the third cycle.

Furthermore, after taking over in 1999 the Spanish-English Integrated Curriculum Programme introduced in 1996, the experimental implementation of a Spanish-French bilingual programme was authorised in 2006, later extended in 2007 to Spanish-German. The progressive incorporation of schools into these programmes highlighted the need for comprehensive regulation, which materialised in the Order of 14 February 2013 (PIBLEA) and subsequently in Order ECD/823/2018 (BRIT Aragón model).

Throughout this process, various teaching roles have emerged—such as collaborating teacher, language assistant, bilingual teacher and specialist teacher—giving rise to uncertainties regarding their functions, competences and qualification requirements. These uncertainties often lead to errors that are identified by the Inspectorate during the supervision of the School Organisation Document (DOC).