Research On Performance Evaluation Of Primary And Secondary Schools’ Bilingual Education Policy In Spain’s Autonomous Community Of Madrid

With the acceleration of globalization,the foreign language ability has become increasingly important.Since the late 1990 s,Spain’s Autonomous Community of Madrid has been implementing bilingual education based on Content and Language Integrated Learning(CLIL),aiming to improve students’ foreign language level.After over 20 years’ operation of bilingual education program,Madrid has gained rich experience and has inspired abundant research within this field.However,the existing studies mostly focus on the specific aspects of bilingual education,such as the classroom practice and student achievements,but they rarely design a systematic evaluation framework to have a holistic understanding of the performance of bilingual education policies.Concerning this research gap,this study integrates the methodology of public policy and education,with the aim to evaluate the performance of Madrid’s bilingual education policy and analyze the strengths and drawbacks of the implementation of bilingual education policy.As for the research methods,the study adopts the fourth generation of policy evaluation model,and constructs the bilingual education policy performance evaluation system combining the fact judgment and the value judgment.Three first-level indicators are formed,namely the objective effect,the subjective well-being and the ethical value.The second-level and third-level indicators are also designed through literature analysis.Then,the evaluation indicators are tested using some statistical analysis methods such as the Delphi method and Analytic Hierarchy Process.Finally,an empirical test of the bilingual education policy performance evaluation framework is conducted using the official data of Madrid’s bilingual education.And each indicator’s score and the total performance’s score are calculated and analyzed.The conclusions are as follows: First,Madrid performs well in the efficiency,effect and effectiveness of the implementation of bilingual education policy;Second,bilingual teachers need more training supports;Third,the implementation of bilingual education policy should attach more attention to the equity.Based on the conclusions,the study makes some suggestions for the foreign language education in China,including flexibly using the CLIL teaching method,building a solid bilingual teacher training system,establishing a coherent bilingual education system,constantly conducting evaluation on bilingual education and ensuring the equity of bilingual education.