36.790, Confs: 3rd Service-Learning Conference on Bilingualism and Bilingual Education (English-Spanish) (Online)

Wed Mar 5 05:05:05 UTC 2025

LINGUIST List: Vol-36-790. Wed Mar 05 2025. ISSN: 1069 - 4875.

Subject: 36.790, Confs: 3rd Service-Learning Conference on Bilingualism and Bilingual Education (English-Spanish) (Online)

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Date: 05-Mar-2025
From: Dr. Natalia Mora-López [nataliamora at ucm.es]
Subject: 3rd Service-Learning Conference on Bilingualism and Bilingual Education (English-Spanish)

3rd Service-Learning Conference on Bilingualism and Bilingual
Education (English-Spanish)

Date: 09-May-2025 - 09-May-2025
Location: Online
Contact: Natalia Mora-López
Meeting URL:
https://www.ucm.es/aps_escuela_bilinguismo/iii-jornadas-aps-bilinguismo

Linguistic Field(s): Applied Linguistics; Language Acquisition
Subject Language(s): English (eng)
                     Spanish (spa)

Recent studies highlight the value of bilingual education in
facilitating the employability of graduates, among other positive
aspects. However, they also reveal controversy and differing opinions
among families whose children are enrolled in bilingual education
programs (Martínez-Garrido, Hidalgo, & Moreno-Medina, 2022). Other
studies have explored the perceptions of different stakeholders
involved in education (Díaz Pastor & Jiménez-Jiménez, 2020;
Durán-Martínez et al., 2016; Esparza Montero & Belmonte, 2019; Jaén
Campos & Martín González, 2022; Lasagabaster & Doiz, 2016), as well as
the implementation of bilingual education in regions such as Madrid
(Llinares & Dafouz, 2010).
Society increasingly demands expert knowledge from the educational
community to better understand what kind of education to provide for
their children and the future benefits of acquiring a global language
like English. Many parents struggle to see the advantages of bilingual
education, believing that learning subjects like geography in English
is counterproductive and hinders content comprehension. This issue is
even more pressing in vulnerable environments, where opportunities
linked to bilingualism are scarce, and monolingual education is often
perceived as the only viable option. Providing these families with the
necessary resources to navigate a demanding job market—where English
proficiency is increasingly expected—is essential for addressing
social injustice and the persistent gender gap, which is particularly
pronounced in economically disadvantaged contexts.
The project "School for Parents on Bilingualism and English Learning,"
funded by the Office of Service-Learning at the Complutense University
of Madrid, is organizing the 3rd Service-Learning Conference on
Bilingualism and Bilingual Education (English-Spanish), which will be
held online on May 9, 2025. This project brings together teachers and
students from various educational institutions and universities to
raise awareness among families about the importance of bilingual
education (English-Spanish) for their children, emphasizing its role
as a social transformation tool that supports Agenda 2030 goals, such
as gender equality and reducing inequalities. The project follows the
service-learning philosophy, an educational approach that combines
learning with community assistance. One of its main goals is to raise
awareness within the academic community about the importance of this
teaching methodology and explore ways to improve the teaching and
learning of English in the education system.
Young researchers and members of the educational community are invited
to submit a 250-word abstract (excluding references) in English or
Spanish on one of the following topics (but not limited to these):
1.      Proposals for improving the implementation of bilingual
education (English-Spanish).
2.      Strategies for parents to help their children improve their
English proficiency.
3.      The creation of educational materials to help parents
understand bilingual education and bilingualism.
4.      Studies on opinions and misconceptions about bilingual
education (English-Spanish) and factors influencing its perception.
5.      Comparisons between monolingual and bilingual education.
6.      Bilingual education as a tool for social equality.
7.      The relationship between English proficiency and job market
access.
8.      The role of language academies in English learning in Spain.
9.      The application of Sustainable Development Goals (SDGs) and
Agenda 2030 to English as a Foreign Language (EFL) teaching.
10.     Innovation projects, Service-Learning (SL), or research on
bilingual education (English-Spanish) and English learning.
11.     Any other topic related to bilingual education
(English-Spanish).
Submission Guidelines:
•       Proposals must be anonymous and submitted in Word (.doc) or
PDF format in English or Spanish.
•       Accepted proposals will be presented as 15-minute oral
presentations, followed by a 5-minute Q&A session.
•       Submissions should be sent to apsbilinguismo at ucm.es by April
13, 2025 (inclusive).
•       In a separate document, authors must provide a short biography
(max. 100 words).
•       Acceptance notifications will be sent by April 15, 2025.
•       Registration is free for presenters and attendees, and a
certificate of participation will be provided.
For more information, contact Dr. Natalia Mora López
(nataliamora at ucm.es) or visit the project website:
https://www.ucm.es/aps_escuela_bilinguismo/.
References
- Díaz Pastor, M. & Jiménez-Jiménez, M. A. (2020). Percepción de los
agentes educativos sobre la enseñanza en contextos bilingües. European
Scientific Journal, 16(41), 79-89.
- Durán-Martínez, R., Beltrán-Llavador, F. & Martínez-Abad, F. (2016).
A contrastive analysis between novice and expert teachers’ perceptions
of school bilingual programmes. Cultura y Educación, 28(4), 738-770.
- Esparza Montero, C. Mª. & Belmonte, Mª. L. (2019). Percepción
docente sobre el bilingüismo en centros de educación infantil y
educación primaria de la Región de Murcia. Revista Complutense de
Educación, 31(2), 251-260.
- Jaén Campos, M. & Martín González, D. (2022). How do language
experts conceptualize bilingualism and bilingual education in a
monolingual context? A Service-Learning approach. In M. Velero
Redondo, M. Tabuenca Bengoa and C. Molina Hernández (coords.),
Transferencia del conocimiento en humanidades y ciencias jurídicas.
Innovación docente y educativa en el ámbito de las filologías, la
lengua y el derecho (pp. 95-116). Dykinson.
- Lasagabaster, D. & Doiz, A. (2016). CLIL students’ perceptions of
their language learning process: delving into selfperceived
improvement and instructional preferences. Language Awareness, 25(2),
110-126.
Llinares, A. & Dafouz, E. (2010). Content and language integrated
programmes in the Madrid region: overview and research findings. In Y.
Ruiz de -- Zarobe and D. Lasagabaster (eds.), CLIL in Spain:
implementation, results, and teacher training (pp. 95114). Cambridge
Scholars.
Martínez-Garrido, C., Hidalgo, N. & Moreno-Medina, I. (2022). El
debate del bilingüismo. Percepciones de las familias sobre el programa
educativo bilingüe en la Comunidad de Madrid. Bordón, 74(3), 35- 50.

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