Bilingual education (BE) is widely recognised as a complex phenomenon, which constitutes a priority for key educational institutions and organisations. However, further research is needed to uproot common beliefs such as that bilingual students can easily interact with two or more cultures. The literature affirms that BE students need specific school training to improve intercultural competence. The main aim of this study is to describe the design and validation of a questionnaire to measure students’ perceptions of intercultural practices at bilingual schools. The validity of content and comprehension was carried out through the Delphi method, for which three methodological phases were established. The reliability of the scale (internal consistency) was measured through the Cronbach’s alpha coefficient. Factorial analysis was used to check the validity of the construct. The psychometric parameters of the scale were obtained from a pilot sample of 40 students, and later from a sample of 213 students from bilingual secondary schools in several European countries (i.e., The Netherlands, Hungary, Germany, France, England, among others). As a major conclusion, we can state that this questionnaire can be used as a tool for two research goals: the identification of good intercultural school practices in BE, and the development of relevant guidelines for the incorporation of intercultural education into BE.

中文翻译：

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设计和验证欧洲背景下双语中学学生对跨文化实践感知的测量问卷

双语教育（BE）被广泛认为是一种复杂的现象，是重点教育机构和组织的优先事项。然而，需要进一步的研究来根除共同的信念，例如双语学生可以轻松地与两种或多种文化互动。文献证实，BE学生需要特定的学校培训来提高跨文化能力。本研究的主要目的是描述调查问卷的设计和验证，以衡量学生对双语学校跨文化实践的看法。内容和理解的有效性是通过德尔菲法进行的，为此建立了三个方法学阶段。量表的可靠性（内部一致性）通过 Cronbach α 系数测量。因子分析用于检查结构的有效性。该量表的心理测量参数是从 40 名学生的试点样本中获得的，后来又从来自几个欧洲国家（即荷兰、匈牙利、德国、法国、英国等）的双语中学的 213 名学生的样本中获得。作为一个主要结论，我们可以说这个问卷可以用作两个研究目标的工具：确定 BE 中良好的跨文化学校实践，以及制定将跨文化教育纳入 BE 的相关指南。德国、法国、英国等）。作为一个主要结论，我们可以说这个问卷可以用作两个研究目标的工具：确定 BE 中良好的跨文化学校实践，以及制定将跨文化教育纳入 BE 的相关指南。德国、法国、英国等）。作为一个主要结论，我们可以说这个问卷可以用作两个研究目标的工具：确定 BE 中良好的跨文化学校实践，以及制定将跨文化教育纳入 BE 的相关指南。