Educación bilingüe, streaming y metas sociales en estudiantes de secundaria

  1. Javier Fernández-Río 1
  2. David Hortigüela Alcalá 2
  3. Ángel Pérez Pueyo 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  3. 3 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

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Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2017

Issue: 377

Pages: 30-53

Type: Article

DOI: 10.4438/1988-592X-RE-2017-377-352 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

Introduction: The goal of the present study was to gain a broader understanding on bilingual education and school tracking, exploring the long term effects of abilitybased grouping on students¿ social goals. Method: 502 secondary education children agreed to participate in the study. Three study groups were formed based on the language used for teaching the students: Spanish, English and French. The latter two were considered bilingual education programs. A longitudinal, pre-test posttest, non-equivalent group design and a quantitative-qualitative research approach were selected to provide a more in-depth insight of the researched topic. Quantitative data was collected from all the students using the Social Goal Scale prior and at the end of a complete school year. The participating teacher was also interviewed to gather data from a different source. Results: Results showed that at the end of the school year the students in the bilingual groups (English and French) had significantly higher responsibility and relationship levels (p <.05) than the students in the non-bilingual group (Spanish). Effect size scores were .82 and .89 respectively, which are considered moderate. The teacher reported the same idea: students in the bilingual education groups showed more responsibility and relationship in class. Social goals were found significantly higher when the number of students in class were ¿less than 20¿ (F (163) = 65.983, p< .023) only in the Spanish group. Finally, social goals were also significantly higher in grade 10 (F (184) = 98.543 p< .004) only in the English group. Conclusions: There is an ongoing debate over the advantages/disadvantages of school streaming via bilingual education programs, and all possible outcomes should be considered. Social goals, responsibility and relationship, seem to positively change after a year of bilingual education. The problem is that not all the students have the opportunity to experience this type of education.

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Data source: Dialnet