Concepciones y prácticas pedagógicas de los maestros de preescolar del colegio Santo Tomás de Aquino en torno a los ambientes bilingües de aprendizaje

Abstract

The study entitled Conceptions and Pedagogical Practices of Bilingual Preschool Teachers at Colegio Santo Tomás de Aquino Regarding Bilingual Learning Environments examines how teachers design and implement teaching and learning experiences that integrate English in early childhood education (ages 4–6). The research followed a qualitative approach through a case study strategy, allowing an in-depth understanding of teachers’ conceptions and pedagogical practices related to bilingualism. It is grounded in theories of learning environments, bilingual education, professional diversity, and contemporary pedagogical approaches. Data were collected through non-participant observations, semi-structured interviews, a focus group, and documentary analysis of institutional guidelines. The objectives focused on identifying teachers’ conceptions of bilingualism, describing pedagogical practices, and characterizing learning environments within the institution. The study provides a deeper understanding of how teachers incorporate English into real classroom contexts, emphasizing the relevance of socio-emotional factors and the need to strengthen collaboration among subject areas to consolidate bilingual learning environments.