CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education

This study looks into the affective factors influencing students’ experiences in Content and Language Integrated Learning (CLIL) at the beginning of bilingual secondary education (at the age of 11–12), when being streamed into two strands with a different degree of exposure to CLIL, depending on the...

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Detalhes bibliográficos
Autores: Fernández Agüero, María, Hidalgo-McCabe, Elisa
Formato: artículo
Fecha de publicación:2022
País:España
Recursos:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/720221
Acesso em linha:http://hdl.handle.net/10486/720221
https://dx.doi.org/10.1080/15348458.2020.1795864
Access Level:acceso abierto
Palavra-chave:Affective factors
bilingual education
CLIL
educational transition
streaming
student self-image
Educación
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spelling CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary EducationFernández Agüero, MaríaHidalgo-McCabe, ElisaAffective factorsbilingual educationCLILeducational transitionstreamingstudent self-imageEducaciónThis study looks into the affective factors influencing students’ experiences in Content and Language Integrated Learning (CLIL) at the beginning of bilingual secondary education (at the age of 11–12), when being streamed into two strands with a different degree of exposure to CLIL, depending on their linguistic competence. Results were drawn from 10 structured interviews with students spotted as salient cases in 157 validated questionnaires. Students’ responses to the interviews were analyzed following Grounded Theory. The categories emerging from the analysis are related to students’ values, attitudes and beliefs towards bilingual education, their motivation, perceptions on learning and degree of satisfaction with their strand. Our findings indicate that instrumental motivation plays an important role in these students’ views, which vary depending on the strand: i.e., students in the high-exposure strand seem to see themselves more at ease and in control of their choices, whereas low-exposure strand students experience more ambivalence over the transitionThis work was supported by the Spanish Ministry of Economy and Competition under grant FFI2014-55590-R.Taylor and FrancisThis work was supported by the Spanish Ministry of Economy and Competition under grant FFI2014-55590-R.Departamento de Filologías y su DidácticaFacultad de Formación de Profesorado y Educación20222022-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/720221https://dx.doi.org/10.1080/15348458.2020.1795864reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7202212026-06-23T12:46:27Z
dc.title.none.fl_str_mv CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
title CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
spellingShingle CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
Fernández Agüero, María
Affective factors
bilingual education
CLIL
educational transition
streaming
student self-image
Educación
title_short CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
title_full CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
title_fullStr CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
title_full_unstemmed CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
title_sort CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education
dc.creator.none.fl_str_mv Fernández Agüero, María
Hidalgo-McCabe, Elisa
author Fernández Agüero, María
author_facet Fernández Agüero, María
Hidalgo-McCabe, Elisa
author_role author
author2 Hidalgo-McCabe, Elisa
author2_role author
dc.contributor.none.fl_str_mv Departamento de Filologías y su Didáctica
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv Affective factors
bilingual education
CLIL
educational transition
streaming
student self-image
Educación
topic Affective factors
bilingual education
CLIL
educational transition
streaming
student self-image
Educación
description This study looks into the affective factors influencing students’ experiences in Content and Language Integrated Learning (CLIL) at the beginning of bilingual secondary education (at the age of 11–12), when being streamed into two strands with a different degree of exposure to CLIL, depending on their linguistic competence. Results were drawn from 10 structured interviews with students spotted as salient cases in 157 validated questionnaires. Students’ responses to the interviews were analyzed following Grounded Theory. The categories emerging from the analysis are related to students’ values, attitudes and beliefs towards bilingual education, their motivation, perceptions on learning and degree of satisfaction with their strand. Our findings indicate that instrumental motivation plays an important role in these students’ views, which vary depending on the strand: i.e., students in the high-exposure strand seem to see themselves more at ease and in control of their choices, whereas low-exposure strand students experience more ambivalence over the transition
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
AM
http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/720221
https://dx.doi.org/10.1080/15348458.2020.1795864
url http://hdl.handle.net/10486/720221
https://dx.doi.org/10.1080/15348458.2020.1795864
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor and FrancisThis work was supported by the Spanish Ministry of Economy and Competition under grant FFI2014-55590-R.
publisher.none.fl_str_mv Taylor and FrancisThis work was supported by the Spanish Ministry of Economy and Competition under grant FFI2014-55590-R.
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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