Affective variables and bilingual education: A quantitative study

Abstract

The CLIL approach has meant a turning point in the way content and language teaching is conceived in Europe So much so, that there are numerous studies that show that students who are part of CLIL programmes are more motivated than their peers, who study English the traditional way (Doiz, Lasagabaster & Sierra 2014). Thus, the main objective of this study is to find if there are significant differences between students who are part of a CLIL programme and those who do not in terms of affective variables. Our participants are sixth grade students who completed a quantitative instrument. The results obtained indicate that participants enrolled in CLIL schools are more motivated, have a greater presence of the self and, on the contrary, have less anxiety.