The impact of student choice in shaping their bilingual education attitudes and perceptions
-
1
Universidad Nacional de Educación a Distancia
info
ISSN: 1697-7467
Year of publication: 2025
Issue: 43
Pages: 217-233
Type: Article
More publications in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras
Abstract
Numerosos estudios han profundizado en diferentes aspectos de la educación bilingüe examinando las percepciones dentro de la comunidad educativa. Sin embargo, ninguno ha investigado el impacto de ofrecer el programa de manera voluntaria u obligatoria sobre las actitudes y las percepciones del alumnado hacia dicho programa. El objetivo del presente trabajo fue investigar las actitudes, la motivación, el rendimiento percibido, la satisfacción y la ansiedad de los alumnos españoles de secundaria bilingüe con la enseñanza bilingüe, estableciendo una comparación entre los centros en los que el alumnado sólo puede incorporarse a la modalidad bilingüe y los centros en los que los alumnos pueden elegir entre incorporarse a la modalidad bilingüe o a la no bilingüe. Se utilizó un diseño de investigación ex post facto, en el que participaron 261 estudiantes de secundaria. Se realizaron análisis descriptivos, de diferencias de medias y de árbol de decisión. Los resultados revelan mejores actitudes y percepciones en los alumnos de centros en los que la enseñanza bilingüe no es obligatoria para todos. Nuestras conclusiones pueden ser de interés a la hora de planificar este tipo de enfoque educativo.
Bibliographic References
- Aguilar, M., & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15, 183- 197. https://doi.org/10.1080/13670050.2011.615906
- Alcaraz-Mármol, G. (2018). Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers' Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain. Latin American Journal of Content and Language Integrated Learning, 11(1), 39-64. 10.5294/laclil.2018.11.1.3
- Anghel, B., Cabrales, A., & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202-1223. 10.1111/ecin.12305
- Artamonova, T. (2020). L2 learners’ language attitudes and their assessment. Foreign Language Annals, 53(4), 807-826. https://doi.org/10.1111/flan.12498
- Barrios, E., & Acosta-Manzano, I. (2022). Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual and Multicultural Development, 43(7), 665-678. https://doi.org/10.1080/01434632.2020.1759610
- Botes, E., Dewaele, J.M., & Greiff S. (2020). The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis. Journal for the Psychology of Language Learning, 2(1), 26-56. https://doi.org/10.52598/jpll/2/1/3
- Bruton, A. (2011). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics, 32(2), 236-241. https://doi.org/10.1093/applin/amr007
- Calderón Jurado, B., & Morilla García, C. (2018). Students’ attitudes and motivation in bilingual education. International Journal of Educational Psychology, 7(3), 317–342. https://doi.org/10.17583/ijep.2018.3558
- Jimenez-Catalán, R., & Ruiz-de-Zarobe, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL instruction. In Y. Ruiz de Zarobe & R. Jimenez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 81-92). Multilingual Matters. https://doi.org/10.21832/9781847691675-008
- Chaieberras, Z., & Rascón-Moreno, D. (2018). Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain). English Language Teaching, 11(10), 152-161. 10.5539/elt.v11n10p152
- Dewaele, J.M., Magdalena, A.F., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language Journal, 103(2), 412-427. 10.1111/modl.12555
- Denman, J., van Schooten, E., & de Graaff, R. (2018). Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream education. Dutch Journal of Applied Linguistics, 7(2), 203-226. 0.1075/dujal.18005.den
- Doiz, A., Lasagabaster, D., & Sierra, J.M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. 10.1080/09571736.2014.889508
- Dragojevic, M. (2016). Language Attitudes. In H. Giles & J. Harwood (Eds.), The Oxford Encyclopedia of Intergroup Communication (Vol. 1) (pp. 263-278). Oxford University Press.
- Feixas, M., Codó, E., Couso, D., Espinet, M., & Masats, D. (2009). Enseñar en inglés en la universidad: Reflexiones del alumnado y el profesorado en torno a dos experiencias AICLE [Teaching English at university: Student and teacher reflections on two CLIL experiences]. In R. Roig, J. Blasco, M.A. Cano, R. Gilar, A. Lledó, & C. Mañas (Eds.), Investigar desde un contexto educativo innovador [Investigating from an innovative instruction context] (pp. 137-153). Editorial Marfil.
- Gardner, R.C. (1985). Social psychology and second language learning. Arnold.
- Gardner, R.C. (2001). Integrative motivation and second language acquisition. In: Z. Donyei & R. Smith (Eds.), Motivation and second language acquisition (pp. 1-19). University of Hawaii Press.
- Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Newbury House Publishers.
- Greenwald, D., Shan, L., Boldt, T., Truong, B., Gonzalez, G., Chen, C., & Corpus, J. (2023). Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers, Frontiers in Education, 7,1022729. https://doi.org/10.3389/feduc.2022.1022729
- Hunt, M. (2011). Learners’ perceptions of their experiences of learning subject content through a foreign language. Journal of Educational Review, 63(3), 364-378. 10.1080/00131911.2011.571765
- IBM Corp. (2020). IBM SPSS Statistics for Windows (29.0) [Computer software]. IBM Corp.
- Jarie, L., Salavera, C., & Úsan, P. (2019). Influence of language anxiety on French-speaking oral proficiency among secondary education students. In: E. Soriano, C. Sleeter, M. Antonia Casanova, R.M. Zapata & V.C. Cala (Eds.), The value of education and health for a global, transcultural world, vol 60. European Proceedings of Social and Behavioural Sciences (pp. 686-693). Future Academy. https://doi.org/10.15405/epsbs.2019.04.02.85
- Lasagabaster, D. (2019). Attitudes and motivation in bilingual education. In: C.A. Chapelle (Ed.) The Encyclopedia of Applied Linguistics. (pp. 1-6). Wiley-Blackwell. 10.1002/9781405198431.wbeal0059
- Lasagabaster, D., & Ruiz de Zarobe, Y. (Eds.) (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishers.
- Lasagabaster, D., & Sierra, J.M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4-17.
- Li, C., & Wei, L. (2022a) Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, 1-26. https://doi.org/10.1080/01434632.2022.2137516
- Li, C., & Wei, L. (2022b). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition, 1-16. https://doi.org/10.1080/01434632.2022.2137516
- López-Martín, E., & Ardura, D. (2023). The effect size in scientific publication. Educación XX1, 26(1), 9-17. https://doi.org/10.5944/educxx1.36276
- López-Medina, E.F., & Casado, J.M. (2024). CLIL, a competence‑based coping strategy against foreign language anxiety in higher education. Discover Psychology 4, 68. https://doi.org/10.1007/s44202-024-00187-6
- Lorenzo, F., Casal, S., & Moore, P. (2010). The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), 418-442. https://doi.org/10.1093/applin/amp041
- Mañoso-Pacheco, L., & Sánchez-Cabrero, R. (2022). Perspectives on the effectiveness of Madrid’s regional bilingual programme: Exploring the correlation between English proficiency level and pre-service teachers’ beliefs. Education Sciences, 12(8), 522. 10.3390/educsci12080522
- Merisuo-Storm, T. (2006). Development of boys’ and girls’ literacy skills and learning attitudes. In S. Björklund, K. Mård-Miettinen, M. Bergström & M. Södergård (Eds.), Exploring dual-focussed education. Integrating language and content for individual and societal needs. (pp.176-188). Vaasa, Finland: Centre for Immersion and Multilingualism. University of Vaasa.
- Moratinos-Johnston, S., Ballester Brage, L., Juan-Garau, M., & Salazar-Noguera, J. (2019). Attitudes and motivation in English language learning amongst multilingual university students in the Balearic Islands: the effect of the L1 and other influential variables. Journal of Multilingual and Multicultural Development, 40(6), 475-490.
- Murillo, F.J., Almazán, A. & Martínez-Garrido, C. (2021). La elección de centro educativo en un sistema de cuasi-mercado escolar mediado por el programa de bilingüismo. Revista Complutense de Educación, 32(1), 89-97. https://doi.org/10.5209/rced.68068
- Orden de 28 de junio de 2011, por la que se regula la enseñanza bilingüe en los centros docentes de la Comunidad Autónoma de Andalucía (BOJA nº 135 de 12/07/2011).
- Oxbrow, G.L. (2018). Students’ perspectives on CLIL programme development: A quantitative analysis. Porta Linguarum, 29, 137-158. 10.30827/Digibug.54026
- Oxford, R.L. (2001). Language learning strategies. In R. Carter & D. Nunan (Eds.), Teaching English to speakers of other languages (pp. 166-172). Cambridge University Press. https://doi.org/10.1017/CBO9780511667206.025
- Palacios-Hidalgo, F., Gómez-Parra, M., Huertas-Abril, C., & Espejo-Mohedano, R. (2021). Participation in bilingual education programs as a key factor to linguistic success: the Spanish case. Language and Education, 36, 560-575. https://doi.org/10.1080/09500782.2021.1933019
- Pérez-Cañado, M.L. (2018). CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Porta Linguarum, 29, 51-70. 10.30827/Digibug.54022
- Resolución de la Consejería de Educación, Cultura y Deporte, por la que regula el Programa Bilingüe en centros educativos de enseñanza no universitaria sostenidos con fondos públicos en el Principado de Asturias y se establece el procedimiento de adhesión de nuevos centros al programa. Retrieved from https://sede.asturias.es/bopa/2015/06/12/2015-10104.pdf
- Rubio-Alcalá, F.D., Arco-Tirado, J.L., Fernández-Martín, F.D., López-Lechuga, R., Barrios, E., & Pavón-Vázquez, V. (2019). A systematic review on evidences supporting quality indicators of bilingual, plurilingual and multilingual programs in higher education. Educational Research Review, 27, 191-204. https://doi.org/10.1016/j.edurev.2019.03.003
- Salmon, W., & Menjívar, J.G. (2019). Setting and language attitudes in a creole context. Applied Linguistics, 40(2), 248-264. 10.1093/applin/amx017
- San Isidro, X., & Lasagabaster, D. (2022). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. The Language Learning Journal, 50(1), 119-134. https://doi.org/10.1080/09571736.2020.1724185
- Sellers, V.D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-520. https://doi.org/10.1111/j.1944-9720.2000.tb01995.x
- Senra-Silva, I. & Ardura, D. (2024). The impact of the mandatory nature of bilingual programmes on the attitudes and perceptions regarding bilingual education among secondary education content subject teachers. Revista de Educación, 1(403), 143-172. https://doi.org/10.4438/1988-592X-RE-2024-403-607
- Shan, Y. (2020). Whether Successful Language Learners Require Intrinsic Motivation. Open Journal of Modern Linguistics, 10(05), 549-559 https://doi.org/10.4236/ojml.2020.105031
- Uccelli, P., & Páez, M. (2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: developmental changes and associations among English and Spanish skills. Language, speech, and hearing services in schools, 38, 3, 225-36. https://doi.org/10.1044/0161-1461(2007/024)
- Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23, 223-234. http://dx.doi.org/10.1016/0346-251X(95)00010-H
- Zysberg, L., & Schwabsky, N. (2020). School climate, academic self-efficacy and student achievement. Educational Psychology, 41, 467- 482. https://doi.org/10.1080/01443410.2020.1813690