Curriculum evaluation and english text production in Bilingual Primary Education
DOI:
https://doi.org/10.47058/joa15.4Keywords:
curriculum evaluation, bilingual education, written text production, educational qualityAbstract
This study determined the relationship between the curriculum evaluation of an English program in a bilingual context and text production among fourth-grade primary students in Lima. Methodologically, it was an applied, descriptive-correlational, and cross-sectional study, with a census sample of 135 students and five teachers. Data were collected using a questionnaire (Cronbach's Alpha of 0.911) and an analytical rubric. The results revealed that 60% of teachers perceived deficiencies in curriculum organization, while 86.7% of students scored at the beginning and developing writing levels. It is concluded that a significant relationship exists between curriculum evaluation and writing development, highlighting the urgency of strengthening horizontal integration through the CLIL approach.
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Copyright (c) 2026 María Estela Tintaya Quille, Carolina Loyola Santos, Ofelia Santos Jiménez
This work is licensed under a Creative Commons Attribution 4.0 International License.
