Contenido principal del artículo

Daniel Madrid
U. Granada
España
Biografía
Núm. 36 (2021): Junio, Artículos, Páginas 193-212
DOI: https://doi.org/10.30827/portalin.v0i36.16700
Recibido: Nov 5, 2020 Aceptado: Nov 23, 2020 Publicado: Jun 7, 2021
Derechos de autor Cómo citar

Resumen

En este trabajo se ha investigado el grado de motivación global del alumnado de secundaria y de los estudiantes del Grado de Educación Primaria que cursan programas bilingües y no bilingües y el potencial motivador de diez dimensiones desglosadas en 60 variables que interaccionan en dichos programas. Para ello, se ha utilizado una muestra de 485 alumnos de secundaria (310 de programas bilingües y 175 de programas no bilingües) y de 332 alumnos del Grado de Educación Primaria (160 del grupo bilingüe y 172 del grado no bilingüe). Los resultados nos muestran que el alumnado de secundaria de programas no bilingües siente  una motivación global más alta que el de programas bilingües y le asigna una puntuación más alta que los bilingües a 21 de las 60 variables estudiadas. En  el Grado de Magisterio, aunque  no existen diferencias significativas entre los dos colectivos comparados respecto a su motivación global, los estudiantes EMI (de Inglés como medio de instrucción) asignan un potencial motivador más alto que los demás a 32 variables. Por otra parte, el estudio da a conocer el potencial motivador de las 60 variables que integran las diez dimensiones estudiadas.

Descargas

La descarga de datos todavía no está disponible.

Detalles del artículo

Citas

Ames, C. & Ames, R. (1984). Research on motivation in education, (vol 1) : Student motivation. Harcourt Brace Jovanovich.

Ames, C. & Ames, R. (1985). Research on motivation in education, vol 2: The classroom milieu. Harcourt Brace Jovanovich.

Arribas, M. (2016). Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content and Language Integrated Learning, 9, 2, 267-292.

Atkinson, J. (1964): An introduction to motivation. Van Nostrand.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Brophy, J. (1983): Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631-661.

Bruton, A. (2013). CLIL: Some of the Reasons Why ..and Why Not. System 41, 587-597.

Cabezas Cabello, J.M. (2010) A SWOT analysis of the Andalusian plurilingualism promotion plan (APPP). In Pérez Cañado, M.L. (Ed.) Proceedings of the 23rd GRETA convention (pp. 83-91). Jaén: Joxman.

Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson & P.M. Smith, (Eds.), Language: Social Psychological Perspectives (pp. 147-154). Pergamon.

Corno, L. & Rohrkemper, M. (1985). Intrinsic motivation to learn in classrooms. In C. Ames, C. & R. Ames, R. (Eds.), Research on motivation in education (vol. 2), (pp. 53-85). Academic Press.

Coyle, D. (2006).Content and language integrated learning: Motivating learners and teachers”. Journal Scottish Languages Review, Volume 13, 1 – 18

Coyle, D. (2011). ITALIC Final research report: Investigating student gains: content and language integrated learning, available at: http://www.abdn.ac.uk/italic

Coyle, D. (2014). Motivating teachers and learners as researchers. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and foreign language learning: from theory to practice (pp. 51-69). John Benjamins.

Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.

Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 139-57). Carl Winter.

Dalton-Puffer, C. (2009). Communicative competence and the CLIL lesson. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (Eds.), Content and language integrated learning. Evidence from research in Europe (pp.197-214). Multilingual Matters.

De Prada, J. M. (2019). Asnos bilingües. XL Semanal. Available at: https://www.xlsemanal. com /firmas/20190304/asnos-bilingues-juan-manuel-prada.html

Doiz, A., Lasagabaster, D. & Sierra, J. M. (2014). Giving voice to the students: What (de)motivates then in CLIL classes? In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: from theory to practice (pp. 117-138). John Benjamins.

Dörnyei, Z. (2000): Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.

Dörnyei, Z. (2003). Attitudes, orientations and motivations in language: advances in theory, research and applications. Language Learning, 53, 3-32. DOI 10.111/1467-9922.53222.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.

Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation Language Identity and L2 self (pp. 9-42). Multilingual Matters.

Dörnyei, Z & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Dörnyei, Z. & Ushioda, E. (Eds.) (2009). Motivation language identity and L2 self. Multilingual Matters.

Dörnyei, Z., Muir, C. & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning by creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: from theory to practice (pp. 9-29). John Benjamins.

Freud, S. (1915): A General introduction to psychoanalysis. Washington Square Press.

García Sánchez, E. (1999): Las creencias del profesor acerca de la motivación y su actuación en el aula de inglés. Doctoral dissertation. University of Granada: English Department.

Gardner, R.C. (1985). Social psychology and second language learning, the roles of attitudes and motivation. Edward Arnold.

Hull, C. L. (1951): Essential of behaviour. Yale University Press.

Jáimez, S. & López Morillas, A. M. (2011). The Andalusian plurilingual programme. In D. Madrid y S. Hughes, (Eds.), Studies in Bilingual Education (pp. 77-103). Peter Lang.

Krashen, S. (1982): Principles and Practice in Second Language Acquisition. Pergamon.

Krashen, S. (1985): The input hypothesis: Issues and implications. Longman.

Kubanyiova, M. (2014). Motivating language teachers: inspiring vision. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and foreign language learning: from theory to practice (pp. 71-89). John Benjamins.

Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud, & R. D. Meade (Eds.), Cultural factors in learning and education (pp. 91-122). (Bellingham, Washington: Fifth Western Washington Symposium on Learning).

Lancaster, N. (2016). Stakeholder perspectives on CLIL in a monolingual context. English Language Teaching, 9 (2), 148-177.

Lasagabaster, D, & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1,2, 4-17.

Lasagabaster, D. & Doiz, A. (2017). A longitudinal study on the impact of CLIL affective factors. Applied Linguistics, 38, 5, 688-712.

Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3-18.

Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambrige University Press.

Lorenzo Bergillos, F. J. (1997). Etiología y tipología de la Motivación hacia el inglés como L2. Doctoral Dissertation: University of Seville, English Department.

Madrid Manrique, M. & Madrid, D. (2014). La formación inicial del profesorado para la educación bilingüe. Editorial Universidad de Granada.

Madrid, D. & Julius, S. (2017). Quality Factors in Bilingual Education at the University Level. Porta Linguarum 28, 49-66.

Madrid, D. & Julius, S. (2020a). Profiles of Students in Bilingual University Degree Programmes Using English as a Medium of Instruction in Spain. Profile: Issues in Teachers’ Professional Development, 22(2), 79–94. https://doi.org/10.15446/profile. v22n2. 80735.

Madrid, D. & Julius, S. (2020b). Academic Achievement of Bilingual and Non-Bilingual Education Degree Students. Porta Linguarum 34, 25-37.

Madrid, D. & Pérez Cañado, M. L. (2001). Exploring the student’s motivation in the EFL class. In E. García Sánchez (Ed.), Present and Future Trends in TEFL (pp. 321-364). Editorial Universidad de Almería.

Madrid, D. & Roa, J. M. (2018). Qué variables ejercen mayor influencia en la calidad de los programas bilingües? Revista de Educación, 382, 81-106, DOI: 10.4438/1988-592X-RE-2018-382-393.

Madrid, D. (1996). The Foreign Language Classroom. In N. McLaren, N. and D. Madrid (Eds.), A Handbook for TEFL (pp. 129160). Marfil.

Madrid, D. (1999). La investigación de los factores motivacionales en el aula de idiomas. Grupo Editorial Universitario.

Madrid, D. (2002). The Power of the FL Teacher’s Motivational Strategies. Cauce, 25, 369-422.

Madrid, D., Robinson, B., Hidalgo, E. Gomis, A. Verdejo, M. J., Ortega, J. L. (1993). The Teacher as a Source of Motivation in the EFL Classroom, International Conference Of Applied Linguistics (pp. 492-500). Universidad de Granada.

Manzaneda, F. & Madrid, D. (1997). Actitudes y motivación en la clase de inglés (1º de BUP). In E. A. Adams, A. Bueno & G. Tejada (Eds), Francisco Manzaneda Oneto"In Memoriam", The Grove, 4, 153-171. Universidad de Jaén: Servicio de Publicaciones.

Marcus, H. & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969. DOI: 10.1037/0003-066X.41.9.954.

Marías, J. (2015). Ni bilingüe ni enseñanza. XL Semanal, 17 de mayo, p. 90.

Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.

Navarro Biescas, M. (1998): La motivación del estudiante de inglés como lengua extranjera en la enseñanza secundaria. Un estudio de caso múltiple. Doctoral dissertatioin. University of Seville: English Department.

Navarro M, & García Jiménez, E. (2018). Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71-90.

Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman.

Pérez Cañado, M.L. (2018a). The evolution of bilingual education in monolingual settings: an Andalusian case study. In P. Ronanowski & M. Jedynak (Eds.), Current research in bilingualism and bilingual education (pp. 207-241). Springer. DOI: 10.1007/978-3-319-9239-3-12

Pérez Cañado, M. L. (2018b). The effects of CLIL on L1 and content learning: updated empirical evidence from monolingual contexts. Learning and Instruction 57, 18-33. DOI: 10.1016/j.learninstgruc.2017.12.002.

Rosenthal, R. Y. & Jacobson, L. (1968): Pygmalion in the classroom. Holt, Rinehart &Winston.

Rotter, J. B. (1954): Social learning and clinical psychology. Prentice-Hall.

Rubio Gómez, A. J. (1997). La motivación una vez más. Análisis de aspectos motivadores. In A. Martínez, P. Barros, J. A. De Molina & J. M. Becerra (Eds.), Enseñanza de lenguas extranjeras (pp. 353-360). Universidad de Granada.

Ruiz de Zarobe, Y. (2011). Which language competencies benefit from CLIL? An insight into Applied Linguistics research. In Y. Ruiz de Zarobe, J.M. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning. Contributions to multilingualism in European contexts, (pp. 129-53). Peter Lang.

Ryan, R. M., Connell, J.P. & Deci, E.L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education, vol 2: The classroom milieu (pp.13-47). Harcourt Brace Jovanovich.

Schumann, J. H. (1998). The neurology of affect in language learning. Blackwell.

Schumann, J. H. (1999). A neurobiological perspective on affect and methodology in second language learning. In J. Arnold (Ed.), Affect in language learning (pp. 28-42). Cambridge University Press.

Schunk, D. H. & Zimmerman, B. I. (2008). Motivation and self-regulating learning: Theory, research and application. Lawrence Erlbaum Associates.

Skehan, P. (1989). Individual Differences in Second Language Learning. Edward Arnold.

Skinner, E. A. & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.

Stipek, D. J. (1984). The development of achievement motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education, (vol 1): Student motivation (pp. 145-174). Harcourt Brace Jovanovich.

Uribe, D. (2000): Actitudes de dos muestras de hispanohablantes de California y Andalucía hacia la enseñanza y el aprendizaje de la lengua inglesa. Doctoral dissertation: University of Granada.

Uribe, D., Gutiérrez-Pérez, J. & Madrid, D. (2013). Attitudes of Mexican-American students towards learning English as a second language in a structured immersion program. Porta Linguarum, 20, 205-221.

Weiner, B. (1972): Theories of Motivation: from Mechanism to Cognition. Rand McNally.

Weiner, B. (1989): Human Motivation. Lawrence Erlbaum Ass.

Wells, G. (1999). Dialogic inquiry: towards a socio-cultural practice and theory of education. Cambridge University Press.