Students’ Attitude and Motivation in Bilingual Education

• Published in: International journal of educational psychology Vol. 7; no. 3; pp. 317 - 342
• Main Authors: Jurado, Beatriz Calderón, Garcia, Cristina Morilla
• Format: Journal Article
• Language: English
• Published: Barcelona Hipatia Press 01.10.2018
• Subjects: attitude; Beliefs; Bilingual Education; bilingual program; Bilingual Teachers; Bilingualism; CLIL; Communication (Thought Transfer); Competence; Content and language integrated learning; Course Content; Educational Psychology; Educational Responsibility; Educational standards; Elementary education; Elementary School Students; English (Second Language); Foreign Countries; Incentives; Integrated Activities; Language Acquisition; Language of Instruction; Language Proficiency; Language Skills; Learning Activities; Learning Processes; Motivation; Motivation Techniques; Native Speakers; Negative Attitudes; Periodicals; Physical Education; Program Attitudes; Program Implementation; Quantitative analysis; science subjects; Second Language Instruction; Second language learning; Spanish language; Student Attitudes; Student Motivation; Teaching Methods; Spain
• ISSN: 2014-3591; 2014-3591
• DOI: 10.17583/ijep.2018.3558

Motivation and attitude are two affective factors that can determine the success of students’ learning. The objective of this study is to investigate how attitude and motivation affect students in bilingual teaching programs. This study comprised a total of 159 Spanish students and was conducted in the third and fourth year of primary education in which the level of the L2 corresponds to A2.1 of the CEFR (Common European Framework of Reference). The study involved two schools in the province of Cordoba (Andalusia) in which CLIL (Content and Language Integrated Learning) program is implemented. A quantitative methodology has been used whereby students´ attitude and motivation have been analysed through a questionnaire. The results show that although motivation and attitude are positive in science subjects within the bilingual program, it is necessary to pay greater attention to diversity and to the different pace of learning among students.