Abstract
The aim of this study is to compare the results obtained in the English language by the students who take part in two bilingual programs that are implemented in Madrid, Spain. Those results, evaluated by means of external texts, portray that the academic performance in English at the end of Primary Education of those students in bilingual schools that follow the model of the Regional Government of Madrid (CM), is significantly superior to that of the students who follow the model agreed between the Ministry of Education and the British Council (MEC-BC). Although the students start learning English at the age of 6 in the schools with the Regional Government of Madrid model, the competence in the English language is better, on average, to that of the schools with the MEC-BC model, that start in Pre-K education, at the age of 3.
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