After the publication of the CEFR Companion Volume in 2018, a revision of the curriculum in force for the English subject in the Bilingual Sections in the Community of Madrid has been implemented. One of the main changes is the inclusion of the concept of linguistic mediation in the subject ‘Advanced English’ in the last stage of secondary education. In an attempt to understand how linguistic mediation strategies and activities are being developed in real classroom contexts, this study has focused on teachers’ perceptions of linguistic mediation. A questionnaire and a focus group were used to examine teachers’ understanding and awareness of linguistic mediation, as well as the type of mediation activities that are relevant for their students and the extent to which they include linguistic mediation activities and strategies in their lessons. Additionally, the study has shown some of the deficiencies that exist in the way linguistic mediation is currently being addressed in the classroom, as well as teachers’ needs in order to better implement it.

This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017 Shepherd, E. , and V. Ainsworth. 2017. English impact. An evaluation of English language capability.” https://www.britishcouncil.es/sites/default/files/british-council-english-impact-report-madrid-web-opt.pdf. [Google Scholar] ). From a mixed-methods approach involving a questionnaire and focus group interviews, fourth year Secondary Education students in the Community of Madrid (Spain) were asked about their views on education, teachers, classroom practices, and their use of English outside the classroom. Results reveal significant differences in the way that students from bilingual schools and those from non-bilingual schools see their schooling experience (what they value in teachers and schools) as well as how often they speak English outside of school. This may be explained by the nature of students’ motivation in each case, which may, in turn, be influenced by the schools’ characteristics. Further research is needed as to whether bilingual schools are inherently more autonomy-supportive learning environments.

The aim of this paper is to analyse the usefulness of e-rubrics in the peer assessment of resources and materials for foreign language teaching and also in the assessment of language skills, taking into account the work produced by 99 students of the master's degree in information and communication technologies applied to language teaching and processing, at the Spanish National University for Distance Learning (UNED), during the academic years 2012-2013 and 2013-2014. Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is applied with a twofold approach: firstly, through the use of text frequency techniques and secondly, through a reticular, category-based social network analysis thanks to UCINET and yED Graph Editor. Results indicate that the use of e-rubrics optimises self-assessment and the adequacy of assessment criteria. Rubrics foster usefulness in terms of format and connectivity in the audio-visual elements included in digital online resources. Furthermore, e-rubrics are deemed as significantly effective indicators of progress in oral and written production in foreign language learning.

Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries.

This article examines the integration of Generative Artificial Intelligence (AI) in language assessment. Employing a mixed approach, it reviews specialized literature and collects data through surveys and interviews with educational professionals, to understand the trends and challenges of these tools. The results indicate that while AI applications are efficient and adaptable to individual needs, they face significant challenges, including ethical issues and resistance to change by teachers and students. Finally, it concludes the necessity of strategic and careful planning to effectively incorporate AI in language education, improving teaching and assessment methodologies. Este artículo analiza la integración de la Inteligencia Artificial (IA) Generativa en la evaluación lingüística de idiomas. Utilizando un enfoque mixto, se revisa literatura especializada y se recopilan datos a través de encuestas y entrevistas con profesionales educativos, para comprender las tendencias y desafíos de estas herramientas. Los resultados indican que, aunque las aplicaciones de IA son eficientes y adaptables a necesidades individuales, enfrentan retos significativos, incluyendo cuestiones éticas y resistencia al cambio por parte de docentes y estudiantes. Finalmente, se concluye la necesidad de una planificación estratégica y cuidadosa para incorporar eficazmente la IA en la educación lingüística, mejorando las metodologías de enseñanza y evaluación. Este artigo analisa a integração da Inteligência Artificial (IA) Generativa na avaliação linguística de idiomas. Utilizando uma abordagem mista, revisa-se a literatura especializada e coletam-se dados por meio de pesquisas e entrevistas com profissionais da educação, para compreender as tendências e desafios dessas ferramentas. Os resultados indicam que, embora as aplicações de IA sejam eficientes e adaptáveis às necessidades individuais, enfrentam desafios significativos, incluindo questões éticas e resistência à mudança por parte de professores e estudantes. Finalmente, conclui-se a necessidade de um planejamento estratégico e cuidadoso para incorporar eficazmente a IA na educação linguística, melhorando as metodologias de ensino e avaliação.