Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education

Daniel Madrid

doi:10.30827/portalin.vi36.16700

Autores/as

Daniel Madrid U. Granada

DOI:

https://doi.org/10.30827/portalin.vi36.16700

Palabras clave:

motivation, bilingual education, bilingual bachelor’s degree, AICLE, CLI, EMI programs.

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.

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Biografía del autor/a

Daniel Madrid, U. Granada

Professor of TEFL, Language and Literature Teaching Department

Citas

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