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Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream education

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Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream education

Rechten: Alle rechten voorbehouden

Samenvatting

The effect of bilingual education (BE) on the attitude towards learning English of pupils in the first three years of pre-vocational secondary education in the Netherlands (n = 488) was investigated. Contrary to several other BE/CLIL studies, in the present study pupils choosing for a bilingual stream are
not preselected based on their attitude or motivation. Attitude was measured using the Model of Planned Behavior (MPB). The best-fitting attitude
model was one in which the perceived importance of learning English was a direct predictor of the Intention to make an effort, and not mediated by
Affect. At the start of BE in year 1 (age 12), attitudinal differences between bilingual and mainstream pupils were non-significant, but after one or more
years of a bilingual program, BE pupils scored significantly higher on four of the five MPB attitudinal constructs. BE appears to positively influence the
attitude towards learning English of junior vocational students.

Toon meer
OrganisatieHogeschool Rotterdam
LectoraatKenniscentrum Talentontwikkeling
Gepubliceerd inDutch Journal of Applied Linguistics Vol. 7 (2018), Uitgave: 2, Pagina's: 203-226
Datum2019-01-10
TypeArtikel
ISSN2211-7253
TaalEngels

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