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More motivated in bilingual education? - CLIL 2012 (public version)
Transcript of More motivated in bilingual education? - CLIL 2012 (public version)
New insights, new perspectives
Tessa Mearns, PhD student
Supervisor: Do Coyle; Co-supervisor: Rick de Graaff
Differences in the motivation of pupils in bilingual education and in ‘regular’ education
Effective measurement of motivation in these two groups
Experiences in the process of working with ‘pupil co-researchers’
Two-phase, mixed methods research
Phase 1 (QUAL): Exploringthe meaning of ‘motivation’
Phase 2 (QUAN): Larger-scale data collection on nature and strength of motivation
Learning experience for both researcher and ‘researched’
QUAL, pupil co-researchers
Based Phase 1 findings
2 classes (2-thavo, 2-havo)
10 pupil co-researchers
Cohorts of 1, 2, 3-(t)havo
Mixed response from pupils
Whole day (not ideal!)
Nov. 2011-Mar. 2012
Live focus groups
Preparation for Phase 2
Previous studies (see References)
Why this approch?
Ethical & Logistical Issues
Input from pupil co-researchers
Feedback on online discussions:
Would be better on Twitter, etc.
Too much secuity
Easy to forget
Little meaning for them
Going on too long
Wrap it up soon!
Consultation: Finding Solutions
Demographic questionnaire data
Types of motivation
Manifestations of motivation
Sources of motivation
Comments on research process
Additional data from journal, training sessions, meetings etc.
Pupil views: Motivation
Pupil views: Language motivation
Pupil views: Bilingual Education
“They’re looking in their books and aren’t chatting and look concentrated”
Motivated/learning behaviour = ‘serious’ book work
Stronger if it comes from the self, not others
“I don’t do my best for Maths just so that I don’t disappoint my parents, do I? If they’re disappointed in me that’s their problem.”
“It never helps you learn if you just sit talking like that but maybe the teacher isn’t paying attention, which is a bit stupid.”
Heavy emphasis on teachers/teaching styles
“you’re more motivated if you have fun lessons”
Importance of languages for ‘future’
“You can do so much with languages later!”
Languages are boring but useful
“It’s handy to learn languages but it is just boooooring”
Similar emphasis on teachers
“I quite like languages. But the teachers often make them boring.”
Nearly all motivators instrumental
“otherwise we might not earn good money and then we won’t be able to buy a horse”
Bilingual pupils more motivated
“I notice that they’re…I don’t know…less serious than us”
Different atmosphere in bilingual lessons
“I once had to sit in on a bilingual lesson – a Maths lesson – and it was just…silent”
Biggest motivators for bilingual
“It shows you’re more motivated”
“All the bilinguals just do it for the trips”
“It sounds better”
Little contact between streams?
“You haven’t been on trips with them”
Awareness of different treatment
“They do lots more fun things”
Awareness of differences in teaching style
“They learn more word lists"
“If they’re nicer to the teacher the teacher might do something fun more often”
“I think that pretty much everyone in our class wants to go to Vwo”
“I’m quite happy with Havo”
Negativity, anger vs. constructiveness
Clearer, regular meeting times
Collaboration with teachers for extra support
More synchronous use of online discussions: avoid forgetfulness!
More appealing website
In an Ideal World…
Evaluation meeting with pupil co-researchers
Initial research report for in-school stakeholders
What happens next?
Search for participants:
1, 2, 3-(t)havo in 2012-13
Ideally entire cohort
Teacher supervision needed
Approx. ½ hour of class time, twice
Beginning and end of school year
Think your school can help?
ATWEH, B. and BURTON, L., 1995. Students as Researchers: rationale and critique. British Educational Research Journal, 21(5), pp. 561-575.
BENNETT, G.K., SEASHORE, H.G. and WESMAN, A.G., 1947. Differential Aptitude Tests. San Antonio, TX: Psychological Corporation.
BLAND, D. and ATWEH, B., 2007. Students as researchers: engaging students' voices in PAR. Educational Action Research, 15(3), pp. 337-349.
BRAGG, S., 2001. Taking a Joke: learning from the voices we don't want to hear. FORUM, 43(2), pp. 70-73.
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3 streams (mavo, havo, vwo)
Bilingual/Dutch-language in all streams
pre-polytechnic (middle) stream
5 years (11/12-16/17)
pupil choice when registering at school
admission test based on D.A.T. (Bennett et al, 1947)
Initial research findings presented at the CLIL 2012 conference, Utrecht, on 20th April 2012
For ethical reasons, photographs have been removed from this public version of the presentation.