Impacto de la elección del alumnado en sus actitudes y percepciones hacia la educación bilingüe

Diego Ardura; Inmaculada Senra-Silva

doi:10.30827/portalin.vi43.31248

Autores/as

Diego Ardura Universidad Nacional de Educación a Distancia https://orcid.org/0000-0002-6530-3358
Inmaculada Senra-Silva Universidad Nacional de Educación a Distancia https://orcid.org/0000-0002-2212-187X

DOI:

https://doi.org/10.30827/portalin.vi43.31248

Palabras clave:

educación secundaria, educación bilingüe, elección de la educación bilingüe, percepciones del alumnado, actitudes del alumando

Agencias: European Union

Resumen

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.

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Biografía del autor/a

Diego Ardura, Universidad Nacional de Educación a Distancia

Diego Ardura, PhD, works as an Assistant Professor at the National University of Distance Education (Spain), where he teaches courses on educational research methodology at both undergraduate and postgraduate levels. His research interests include bilingual education, STEM education, self-regulation of learning, metacognition, and the use of self-generated errors to promote self-regulated learning and motivation in school settings.

Inmaculada Senra-Silva, Universidad Nacional de Educación a Distancia

Inmaculada Senra Silva, PhD, is a senior lecturer of English at the Department of Foreign Languages at the UNED, where she teaches undergraduate courses in English as a foreign language, language variation and change and sociolinguistics, and master’s degree courses in language testing, and language policy and planning of minority languages. Her fields of expertise include bilingual education, foreign language writing and testing, materials design for students of English as a foreign language and dialectology.

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FUNDING INFORMATION:

This research was supported by the European Union under Grant 2020-1-ES01-KA201-081917. The authors would like to thank all the schools and the participants involved in the data gathering.