{"title":"Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream\n education*","authors":"J. Denman, E. van Schooten, R. de Graaff","doi":"10.1075/DUJAL.18005.DEN","DOIUrl":null,"url":null,"abstract":"\n The effect of bilingual education (BE) on the attitude towards learning English of pupils in the first three years\n of pre-vocational secondary education in the Netherlands (n = 488) was investigated. Contrary to several other\n BE/CLIL studies, in the present study pupils choosing for a bilingual stream are not preselected based on their attitude or\n motivation. Attitude was measured using the Model of Planned Behavior (MPB). The best-fitting attitude model was one in which the\n perceived importance of learning English was a direct predictor of the Intention to make an effort, and not mediated by Affect. At\n the start of BE in year 1 (age 12), attitudinal differences between bilingual and mainstream pupils were non-significant, but\n after one or more years of a bilingual program, BE pupils scored significantly higher on four of the five MPB attitudinal\n constructs. BE appears to positively influence the attitude towards learning English of junior vocational students.","PeriodicalId":42420,"journal":{"name":"Dutch Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dutch Journal of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/DUJAL.18005.DEN","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 7
Abstract
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.
期刊介绍：
The Dutch Journal of Applied Linguistics (DuJAL) focuses on promoting Dutch and Belgian work in applied linguistics among an international audience, but also welcomes contributions from other countries. It caters for both the academic society in the field and for language and communication experts working in other contexts, such as institutions involved in language policy, teacher training, curriculum development, assessment, and educational and communication consultancy. DuJAL is the digital continuation of Toegepaste Taalwetenschap in Artikelen, which had been the journal of Anéla, the Dutch Association of Applied Linguistics, for forty years. Like its predecessor, DuJAL wants to offer a platform to young researchers in applied linguistics, i.e. PhD candidates and MA students. In order to maintain a high standard all submissions are subjected to a ‘double blind’ review by at least one external reviewer and two of the editors. Contributions may be written in Dutch, English, German or French.
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