Future Teachers Speak Up: Exploring Pre-Primary and Primary Trainees’ Beliefs About Bilingual Education Programs in Spain

The present exploratory study investigates how pre-primary and primary student teachers (STs) at the Universidad Autónoma de Madrid (UAM) perceive the impact of bilingual education programs (BEPs) on children’s learning experience. Specifically, it examines student teachers’ views on the benefits and challenges of implementing Content and Language Integrated Learning (CLIL) in pre-primary and primary education and explores whether there are differences between the opinions of the two groups. The analysis is based on data from six items of a structured questionnaire, validated in previous studies and completed by 170 prospective pre-primary and primary teachers at the UAM. The results suggest a shared perception among STs that BEPs enrich the learning experience of students in both pre-primary and primary education. Most STs recognize that CLIL enhances language proficiency and supports cognitive development, although they also point to insufficient teacher training and the low motivation of children with learning difficulties as major challenges. While no major differences emerged between the views of pre-primary and primary STs, subtle variations point to the existence of two distinct trainee profiles that determine their views on BEPs and that would require further mid-term investigation. The findings highlight areas for targeted support in teacher training programs.