Motivational potential of bilingual and nonbilingual programmes in secondary and tertiary education

• Autores: Daniel Madrid Fernández
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, págs. 193-212
• Idioma: español
• DOI: 10.30827/portalin.v0i36.16700
• Títulos paralelos:
  • Potencial motivador de los programas bilingües y no bilingües en educación secundaria y universitaria.
• Enlaces
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• Resumen
  • español

    The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.

  • English

    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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