Family Attitudes towards Multilingualism in Bilingual Education Programs and Their Relationship with Academic Performance
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https://hdl.handle.net/10037/34542Date
2023-12-21Type
Journal articleTidsskriftartikkel
Peer reviewed
Abstract
This article reports on a large-scale study investigating the overall perception of multilingualism in the family environment of children enrolled in an English immersion program in
primary schools across Spain and the potential relationship between these attitudes and the student’s
academic performance. One thousand and one families participated in the study, based on a tailored
questionnaire that evaluated three main aspects: (1) parents’ and guardians’ ratings of their children’s
language skills; (2) language practices in the home, especially with respect to time allocated to
different languages and multilingual practices such as code-switching; and (3) attitudes and general
perception of the benefits and drawbacks of multilingualism in socio-economic, cultural, cognitive
and professional terms. The complex results from this questionnaire, in addition to providing a
more accurate picture of the family environment of students enrolled in these programs, show some
significant correlations with academic performance, which we discuss here, with some reference to
their educational implications.
Publisher
MDPICitation
Gonzalez Alonso, Dunabeitia Landaburu. Family Attitudes towards Multilingualism in Bilingual Education Programs and Their Relationship with Academic Performance. Behavioral Sciences. 2024;14(1)Metadata
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