Students' Attitude and Motivation in Bilingual Education (original) (raw)
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Bilingual and Regular Class Students ’ Attitudes Towards
2016
This article presents the results of the study investigating the relationship between the students ’ attitudes towards English and their English achievements in bilingual and regular classes and investigating the differences. The study was conducted in a junior high school in Manado. There are 30 Year VIII students in each bilingual class and each regular class. The results are as follows. First, there is a significant correlation between the students’ attitudes towards English and their achievements. Second, there is a significant difference in their English achievements between bilingual class students and regular students. Third, female students have higher English achievements than male students. Bilingual class students have more positive attitudes and higher English learning achievements than regular class students.
The present paper aims at examining students´, teachers´ and parents´ attitudes toward bilingualism and foreign language learning in the region of Castilla-La-Mancha, Spain. To do so, three types of questionnaires were designed for students, teachers and parents involved in a specific linguistic programme in two secondary education schools located in the south of Castilla-La-Mancha. In particular, the study seeks to determine the relationship between bilingual education and students´ self-concept as well as their motivation towards language learning. Besides, teachers´ and parents´ attitudes towards linguistic programmes and their effect on students´ motivation are analyzed.
MOTIVATIONAL CHANGES DUE TO THE IMPLEMENTATION OF A BILINGUAL MODULE IN BIOLOGY
Across Europe, language policies of recent years established different models of bilingual education, also known as " Content and Language Integrated Learning " (CLIL), in order to promote multilingualism. The study presented in this paper focuses on a bilingual project (English-German) in the subject of Biology in Germany. Commonly, two types of bilingual concepts in schools can be distinguished, namely bilingual branches and modules. Contrary to branches, bilingual modules include a whole class with all its students and do not choose participants based on marks and abilities. The modular concept comprises a unit of 10 to 14 lessons on a specific topic being taught in a foreign language, in this case English. The study's underlying question is whether motivation for English and/or Biology can be increased for certain subgroups of students due to participation in bilingual modules.
Language Attitude and Language Choice in Bilingual Academic Learning Environment
Lingua Cultura, 2018
The objectives of this research were to observe the language attitude and factors determining language choice of English Department students of Bina Nusantara University. The observation carried out by exploring the motivation, language choice, and language practice of the English Department students. The data was collected through a questionnaire, which was designed to capture the students' motivation in studying English, language choice, and practice. The result of this research shows that the English department students hold the positive attitude toward English, which are shown through the statement of the majority of the students who argue that English is an international language and offers more career opportunities. The two main factors determining the use of English are the role of the lectures and the English language exposure in the academic environment. This result is expected to provide a context to design an effective English learning process to encourage students in practicing the language.
The Effectiveness of Bilingualism in Teaching and Learning Process
This study aimed to discover the effect of using Bilingualism as medium of instruction to the academic performance and Engagement of students in the University of Saint Louis Tuguegarao. It made use of an experimental group which composed of 45 students who were exposed with Bilingualism (Filipino-English) as medium of instruction in their Environmental Science class. The control group which is composed of 49 students who were exposed to monolingualism (English) as medium of instruction in their environmental science class. Using for t-test for independent samples the result showed that there is a significant difference in their mean gain scores (pretest-posttest) of the experimental and the control group. This means that the use of Bilingualism as medium of instruction in teaching is not effective since the mean gain scores of experimental group is lesser than the mean gain scores of control group. Furthermore, this implies that using bilingualism in teaching does contribute good effect in student’s Engagement and Academic Performance. Keywords: Bilingualism, Monolingualism, Student Engagement, Academic Performance
2018
This paper aims to determine which variables exert the greatest influence on the quality of bilingual education and favour good results by considering the perceptions of participating CLIL teachers’ and students’. For this purpose, a questionnaire with sixty two items was designed (Appendix 1) and administered to a sample of 409 students in their fourth year of compulsory secondary education (201 university students enrolled in the bilingual programme offered by the University of Granada School of Education and 73 CLIL and TEFL specialists (29 teachers and 44 professors). The results obtained show that secondary students give priority to the teachers’ L2 level, linguistic exchanges with other schools, teacher commitment to the CLIL programme, living in English speaking countries and student interest and motivation. The university students pursuing the teaching degree at the University of Granada share the importance given to all these factors but, in addition, they highlight the imp...
Motivation and Attitudes Towards Learning Languages in Multicultural Classrooms
This study investigated the effect of the cultural background of immigrant children on affective variables in learning three different languages. Participants were students in secondary multicultural classrooms in Spain. A total of 114 students, aged 12 to 16, answered a questionnaire based on Gardner's Attitude=Motivation Test Battery assessing their attitudes, motivation and anxiety towards learning Catalan, Spanish and English. In addition, the students also completed self-ratings of their language achievement in each of the three languages.
Parents’ Attitudes Toward Bilingual Education Program
2016
English is an international language around the world. Even in Indonesia, English is widely used by many people. That is why nowadays many parents send their children to a bilingual school to learn and speak in two languages. This study was conducted to investigate on parents" attitudes toward bilingual education programs. Therefore, the question in this study is: "What were parents" attitudes toward a bilingual education program?" One hundred participants were selected from four bilingual kindergartens in Salatiga. They were parents whose children were at the age of 5 to 6 years old. A questionnaire with fourteen closed-ended items and three open-ended items was used to collect the data. The researcher presented the data into three general themes based on Bernstein"s study (1991), the three components are (1) Cognitive Attitude: Parents" opinion toward Bilingual Education Program, (2) Affective Attitude: Parents" feeling toward Bilingual Education Program, and (3) Behavior Attitude: Parents" behavior toward Bilingual Education Program. The results indicate that the majority of the parents have positive attitudes toward bilingual education program. They believed that by studying in a bilingual education program, their children will be more confident, fluent in two languages and have a better future.
Bilingual and Regular Class Students’ Attitudes Towards English
Litera, 2013
This article presents the results of the study investigating the relationship between the students' attitudes towards English and their English achievements in bilingual and regular classes and investigating the differences. The study was conducted in a junior high school in Manado. There are 30 Year VIII students in each bilingual class and each regular class. The results are as follows. First, there is a significant correlation between the students' attitudes towards English and their achievements. Second, there is a significant difference in their English achievements between bilingual class students and regular students. Third, female students have higher English achievements than male students. Bilingual class students have more positive attitudes and higher English learning achievements than regular class students.