Generalización de la motivación en aicle entre los dominios de educación física y aprendizaje en lengua extranjera en centros bilingües andaluces

Résumé

ABSTRACT Introduction Within the current debate about educational politics, language learning and, specifically, CLIL (Content and Language Integrated Learning) is playing a central role. As a consequence, this methodology has widely developed in Spain (Coyle, 2010), particularly in Andalucía where 321.685 students take part in bilingual programmes (Consejería de Educación. Junta de Andalucía, 2015). However, Marina, Pellicier and Manso (2015) assure that “though the effort, there is not a quality bilingual teaching” (p. 10). This would justify the development of research that allows monitoring the advances in this field. Theoretical framework Given that the core objective of this thesis is centred on the motivational transfer between Physical Education (PE) and learning in a foreign language (FL), the first section will describe the transference between these domains by the statement of various approaches: the trans-domain generalisation, the Hierarchical Model of Intrinsic and Extrinsic Motivation (Vallerand, 1997) and the Trans-Contextual Model (TCM; Hagger & Chatzisarantis, 2016). This will allow to lay out the foundations of the study in order to define and frame the two domains on which this work is based: PE and learning in a FL. The following sections develop the analysis of those two domains. First, the fundamentals of CLIL approach, which will be expounded as well as its implementation in the world and specifically, in Andalucía. Second, it is described the distinctive features of CLIL implementation through PE. Once the domains of the study are contextualized, with a focus on the PE CLIL, we proceed analysing the main approaches that support the work: • Self-Determination theory (Deci & Ryan, 2000). • Willingness to communicate in a foreign language (WTC-FL; MacIntyre, Dörnyei, Clément, & Noels, 1998). • Climate of autonomy support. • Intrinsic satisfaction and boredom. Study This study is carried out with a sample of 3355 students of PE in English as a FL, coming from a total of 27 Secondary Public Schools from Andalucía that were randomly selected maintaining the proportionality of the provinces. The objectives of this study are, first of all, to analyse, in a PE context, the generalisation of motivation and intrinsic satisfaction between PE and learning in a FL; second, to study how this generalisation is predicted by the perception of the autonomy support climate; and finally how this generalisation predicts the WTC-FL and the grades in FL. In order to achieve these objectives, a process of translation, adaptation and validation of the scales LLOS-IEA, ISC-LE y WTC in the classroom has been performed. Subsequently, through various analyses such as correlation analysis, structural equation modelling and linear mixed models, several studies around the objective previously stated have been conducted. Various factors such as age and sex have also been taken into consideration in order to obtain more detailed results. Conclusions After this study, we conclude that, in addition to the validity and reliability of the scales adapted, motivation generalizes between the domains of PE and learning in a FL. Besides, it is proved that the autonomy support is a predictor of the self-determined motivation in both, PE and learning in FL. Additionally, the self-determined motivation in learning in a FL predicts the WTC-FL for writing, reading and listening. Finally, the WTC-FL for writing and reading positively predicts the grades in the subject of English as a FL. Other results are also discussed in this work, apart from the implications of this study and, as well as some pedagogical recommendations based on these results.. References Coyle, D. (2010). Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. vii-viii). New Castle, UK: Cambridge Scholars Publishing. Consejería de Educación. Junta de Andalucía. (2015). La Educación en Andalucía. Avance curso 2015-2016. Iniciativas, programas y datos. Sevilla: Consejería de Educación. Junta de Andalucia. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268. Hagger, M. S., & Chatzisarantis, N. L. (2016). The Trans-Contextual Model of Autonomous Motivation in Education Conceptual and Empirical Issues and Meta-Analysis. Review of educational research, 86(2), 1-48. MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. Marina, J. A., Pellicier, C., & Manso, J. (2015). Libro Blanco de la Profesión Docente y su Entorno Escolar. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271-360.