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双语教育课程中对多语种的家庭态度及其与学业成绩的关系
Jorge González Alonso1,2, Jon Andoni Duñabeitia1,2
1Nebrija Research Center in Cognition (CINC), Nebrija University, 28043 Madrid, Spain.
Behavioral sciences (Basel, Switzerland)
|January 26, 2024
概括
这项研究探讨了在西班牙的英语沉浸课程中对多语种的家庭看法. 积极的态度与小学儿童更好的学业表现相关.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 心理学 心理学 心理学
背景情况:
- 调查家庭对多语种的看法对于理解儿童的教育经验至关重要.
- 沉浸式英语课程越来越普遍,需要对其对学生和家庭的影响进行研究.
- 家庭语言实践和对多语种的态度的作用需要进一步探索.
研究的目的:
- 在西班牙的英语沉浸课程中检查家庭对多语种的看法.
- 确定这些感知与儿童学业成绩之间的关系.
- 分析家庭环境中对多语言的语言实践和态度.
主要方法:
- 这是一项大规模的研究,涉及1001个有孩子的家庭在小学英语沉浸课程中.
- 使用量身定制的问卷评估儿童的语言技能,家庭语言实践 (包括代码交换) 和对多语言的态度.
- 相关性分析将家庭的感知和语言实践与学业绩数据联系起来.
主要成果:
- 这项研究收集了关于英语浸入课程学生家庭环境的详细见解.
- 家庭对多语种主义的看法与学生的学业成绩之间发现了显著的相关性.
- 特定的语言实践和态度表明了与教育成果的联系.
结论:
- 家庭对多语言的态度在孩子在英语沉浸环境中的学业成功中发挥着重要作用.
- 在家里理解和培养积极的多语言认知可以增强教育影响.
- 需要进一步的研究来探索多语言主义的细微差别及其对学业成绩的影响.
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