The Educational Model of Teachers and Bilingualism in School

Abstract

The general purpose of this work is to analyze the relationship between the pedagogical model and the academic factors associated with the performance and development of the English and Spanish communication skills of the preschool, first and second grade students of the different headquarters of the institution Flowers Hill Bilingual School. The methodology used to carry out this research was qualitative with a descriptive approach, through which, we sought to give answers to the following question: How does the pedagogical model of teachers influence the development of bilingualism in school? for this analysis we worked with the preschool, first and second student population, and with their respective teachers. The results obtained showed that the methodology used by teachers significantly influences the development of language and English communication skills, in the same way, it was observed that these methodologies are directly related to the suitability of the teacher to teach the language.