Ramiro Durán-Martínez
Biographic Data
| ID | 4609666 |
|---|---|
| NAME | Ramiro Durán-Martínez |
| GIVEN NAMES | Ramiro |
| FAMILY NAME | Durán-Martínez |
| SIGNATURE | DURÁN-MARTÍNEZ R |
| AFFILIATIONS | Universidad de Salamanca |
| ORCID | 0000-0001-8111-9844 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Inclusion in bilingual education
Attention to diversity in the bilingual classroom has become a major challenge that is exacerbated by the lack of tools to measure its implementation in primary education. This study aimed to develop and evaluate the Student Perception of Inclusion in Bilingual Education (SPI-BE) scale to measure the frequency of different inclusive teaching practices as perceived by students. The sample included 2,626 primary students attending 27 bilingual scho…
Bilingual education in Spain
During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in the literature published between 2014 and 2023.…
Inclusive teaching practices in bilingual education (IT-BE) in Spanish monolingual regions
Inclusive teaching practices implemented in primary school bilingual programmes in Spain
Promoting plurilingualism and the provision of inclusive and good-quality education are currently two converging challenges. However, despite the difficulties expressed by teachers in catering to diversity in their bilingual classrooms, the implementation of inclusive practices has received little attention. This study aims to analyse how teachers perceive their use of inclusive practices in primary school bilingual programmes and to identify ass…
Training priorities in primary education bilingual programmes in Spain
Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers’ answers to an open-ended question.…
Key issues in teachers’ assessment of primary education bilingual programs in Spain
Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school organization, and overall assessment of the initiative. We present qualitative data drawn from 97 teachers on …
The Impact of an Erasmus Placement in Students’ Perception of their Intercultural Communicative Competence
Pre- and post-questionnaires answered by UK Nottingham Trent University (NTU) and Spain’s University of Salamanca (USAL) students on their placement abroad support a comparative analysis of its impact on their intercultural communicative competence, comprising the awareness, attitude, skills and knowledge dimensions. NTU students started their placements with better results in them all. Yet, while both groups completed their stay with a similarly…
A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los program…
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed…
Identifying students’ intercultural communicative competence at the beginning of their placement
A pre-placement questionnaire was completed by a cohort of 30 students participating in the Erasmus exchange programmes from the University of Salamanca, placed in British universities, and by a group of 25 Nottingham Trent University students hosted by diverse Spanish universities. The questionnaire was then analysed with the aim of providing a profile of their intercultural communicative competence (ICC), based on data about their self-perceive…
A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los program…
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed…
Identifying students’ intercultural communicative competence at the beginning of their placement
A pre-placement questionnaire was completed by a cohort of 30 students participating in the Erasmus exchange programmes from the University of Salamanca, placed in British universities, and by a group of 25 Nottingham Trent University students hosted by diverse Spanish universities. The questionnaire was then analysed with the aim of providing a profile of their intercultural communicative competence (ICC), based on data about their self-perceive…
Identifying students’ intercultural communicative competence at the beginning of their placement
A pre-placement questionnaire was completed by a cohort of 30 students participating in the Erasmus exchange programmes from the University of Salamanca, placed in British universities, and by a group of 25 Nottingham Trent University students hosted by diverse Spanish universities. The questionnaire was then analysed with the aim of providing a profile of their intercultural communicative competence (ICC), based on data about their self-perceive…
The Impact of an Erasmus Placement in Students’ Perception of their Intercultural Communicative Competence
Pre- and post-questionnaires answered by UK Nottingham Trent University (NTU) and Spain’s University of Salamanca (USAL) students on their placement abroad support a comparative analysis of its impact on their intercultural communicative competence, comprising the awareness, attitude, skills and knowledge dimensions. NTU students started their placements with better results in them all. Yet, while both groups completed their stay with a similarly…
A contrastive analysis between novice and expert teachers’ perceptions of school bilingual programmes / Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los program…
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed…
Key issues in teachers’ assessment of primary education bilingual programs in Spain
Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school organization, and overall assessment of the initiative. We present qualitative data drawn from 97 teachers on …
Training priorities in primary education bilingual programmes in Spain
Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers’ answers to an open-ended question.…
Inclusive teaching practices implemented in primary school bilingual programmes in Spain
Promoting plurilingualism and the provision of inclusive and good-quality education are currently two converging challenges. However, despite the difficulties expressed by teachers in catering to diversity in their bilingual classrooms, the implementation of inclusive practices has received little attention. This study aims to analyse how teachers perceive their use of inclusive practices in primary school bilingual programmes and to identify ass…
Bilingual education in Spain
During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in the literature published between 2014 and 2023.…
Inclusive teaching practices in bilingual education (IT-BE) in Spanish monolingual regions
Inclusion in bilingual education
Attention to diversity in the bilingual classroom has become a major challenge that is exacerbated by the lack of tools to measure its implementation in primary education. This study aimed to develop and evaluate the Student Perception of Inclusion in Bilingual Education (SPI-BE) scale to measure the frequency of different inclusive teaching practices as perceived by students. The sample included 2,626 primary students attending 27 bilingual scho…
Second Language Learning and Teaching (9 works) · Pedagogy (8 works) · Psychology (8 works) · Medical education (6 works) · Medicine (6 works) · Mathematics education (5 works) · Perception (5 works) · Bilingual education (4 works) · Political science (3 works) · Social Psychology (3 works)