Bilingual education in Spain, especially in English, has been the subject of extensive analysis in recent years. Although the bilingual teaching programs have been significantly expanded in the Spanish educational landscape, the results do not seem to reflect a considerable improvement in the level of English of students, particularly at the end of ESO (Compulsory Secondary Education). According to various studies such as the European Study of Language Competence (EECL), led by the European Union, the level achieved by Spanish students is lagging behind other European countries.
Results of Spanish students in the EECL
El European Study of Language Competence The test assessed a total of 53.000 students from 14 countries in the European Union. In Spain, 7.651 students in their 4th year of compulsory secondary education took part in this test, which focused on the three basic skills of any language: listening comprehension, reading comprehension and written expression, in English and French. The results were alarming with regard to English:
- 31% of students did not even reach level A1 in listening comprehension, which is equivalent to not understanding simple expressions used in everyday contexts.
- In reading comprehension, 58% also did not reach level A1, which indicates a substantial difficulty in understanding basic texts.
- In written expression, only 9% of students reached level B2, considered upper intermediate.
On the other hand, the tests in French showed significantly better results. Spain is ranked as the third country with the best performance in this language, only behind the Netherlands and Belgium. These results reinforce the idea that the teaching of second languages such as French has been more effective in certain aspects.
Factors influencing poor results
A closer look at the poor performance in English points to a combination of structural and pedagogical factors. Among the main reasons we highlight:
- Teacher level: Many institutions that are classified as bilingual have teachers who barely reach level B2 of the CEFR (Common European Framework of Reference). This limits the ability to teach advanced classes and enrich language learning.
- Language Exposure: Unlike countries like Sweden or Holland, where English is integrated into entertainment and the media, in Spain much of the audiovisual content is dubbed into Spanish. This considerably reduces students' exposure to the foreign language.
- Insufficient teaching load: Despite efforts to increase the number of hours devoted to English, these are not sufficient to achieve advanced proficiency, especially when not complemented with activities outside the classroom.
Comparison with other European countries
Spain occupies intermediate or low positions in European comparisons regarding the level of English. In the Education First English Proficiency Index (EF EPI) of recent years, Spain is clearly behind Nordic countries, which historically lead the table thanks to educational systems that encourage immersion and practical use of English from an early age.
For example, in Sweden and Norway, English is not only part of the educational curriculum, but is also part of daily life through films, series and video games in its original language. This constant exposure facilitates more organic and effective learning.
The level of English after compulsory secondary education
Although at the end of compulsory secondary education students are expected to reach level A2 or even B1, this is not always the case in reality. According to the report by Examexam, level A2 corresponds to a “basic advanced” level, but a significant percentage of students can barely communicate in English. Thus, the objectives stipulated in the CEFR seem to be far from being achieved in a general way.
Initiatives to improve the level of English
In response to this problem, various strategies and initiatives have been proposed to improve English learning in the compulsory stages:
- Reform in teacher training: Raising the minimum level required for teachers, prioritising C1 or above, will ensure that they are better able to teach English effectively.
- Greater exposure to English: Promote the use of platforms and content in their original version, as well as the development of extracurricular programs aimed at practical language learning.
- Exchanges and stays abroad: Many experts agree that language immersion is one of the most powerful tools for deep learning of any language.
The role of bilingual programs
Although bilingual schools have proliferated in Spain, there are criticisms surrounding the implementation of these programs. Some researchers point out that focusing solely on teaching subjects in English is not enough to guarantee effective learning. It is essential that they are complemented with strategies that improve the oral comprehension and expression skills.
Furthermore, the selection of quality materials and their alignment with the actual level of the students are fundamental aspects to improve the results obtained at the end of compulsory secondary education.
Learning English in secondary education in Spain remains a pending issue. Despite initiatives such as bilingual programmes, the results are still not up to European standards. It is crucial to carry out structural reforms that include everything from better pedagogical strategies to greater opportunities for language immersion so that the new generations can reach outstanding levels of competence in this essential language for the globalised world.