37.502, Confs: 4th Service-Learning Conference on Bilingualism and Bilingual Education (English-Spanish) (Online)

Fri Feb 6 13:05:02 UTC 2026

LINGUIST List: Vol-37-502. Fri Feb 06 2026. ISSN: 1069 - 4875.

Subject: 37.502, Confs: 4th Service-Learning Conference on Bilingualism and Bilingual Education (English-Spanish) (Online)

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Date: 03-Feb-2026
From: Leticia Quesada Vázquez [lequesad at ucm.es]
Subject: 4th Service-Learning Conference on Bilingualism and Bilingual Education (English-Spanish)

4th Service-Learning Conference on Bilingualism and Bilingual
Education (English-Spanish)

Date: 08-May-2026 - 08-May-2026
Location: Online
Meeting URL: https://www.ucm.es/aps_escuela_bilinguismo/jornadas-aps

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

Submission Deadline: 12-Apr-2026

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 invulnerable 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 to  address 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 4th Service-Learning Conference on
Bilingualism and Bilingual Education (English-Spanish), which will be
held online on May 8, 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):
- Proposals for improving the implementation of bilingual education
(English-Spanish).
- Strategies for parents to help their children improve their English
proficiency.
- The creation of educational materials to help parents understand
bilingual education and bilingualism.
- Studies on opinions and misconceptions about bilingual education
(English-Spanish) and factors influencing its perception.
- Comparisons between monolingual and bilingual education.
- Bilingual education as a tool for social equality.
- The relationship between English proficiency and job market access.
- The role of language academies in English learning in Spain.
- The application of Sustainable Development Goals (SDGs) and Agenda
2030 to English as a Foreign Language (EFL) teaching.
- Innovation projects, Service-Learning (SL), or research on bilingual
education (English-Spanish) and English learning.
- The use of artificial intelligence and new technologies as a tool to
promote the teaching of English in bilingual education.
- Any other topic related to bilingual education (English-Spanish).
Submission Guidelines:
Proposals (anonymized) should be submitted in English or Spanish in
Word.doc or PDF format for a 15-minute oral presentation in English or
Spanish, followed by a 5-minute Q&A session with the audience.
Proposals must be sent to apsbilinguismo at ucm.es by April 12, 2026
(inclusive). A brief biography of the author(s), no longer than 100
words, should be submitted as a separate document along with the
proposal.
Notification of acceptance will be sent on April 14, 2026.
Registration is free for both presenters and attendees, and a
certificate of participation will be issued. In addition, speakers
will be offered the opportunity to contribute to our website with a
blog post or resource on the topic of their presentation. For more
information, please contact the project coordinator, Dr. Leticia
Quesada Vázquez (lequesad at ucm.es), or visit the project website:
https://www.ucm.es/aps_escuela_bilinguismo/.
Referencias/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 self-perceived
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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