Resultados de la investigación empírica de alumnos CLIL "Bilingües" estudiando medicina en una universidad española

Resumen

This original empirical investigation studied the results of one type of hybrid education begun in recent years in Spain. Spain has implemented �bilingual� or CLIL Content and Language Integrated Learning throughout its secondary schools (for example, Plan for Encouragement of Plural-lingualism: A linguistic policy for Andalusia: Andalusia Education Council, 2005). Nevertheless, not much investigation has been done into the effect of this system at secondary school, and even less on a following these students into the university. The present investigation somewhat sets this right, as part of the results are described which were encountered by a national r+d project (research and development) created by, and granted to, its current director - the current first author of this article. The investigation collected information on the students arriving at the University of Granada from "bilingual" CLIL secondary schools. The subjects in this particular phase of the project were 32 students on a Medicine degree who were Spanish-speaking university elective bilinguals. Designed as preexperimental research, over one academic year these participants took four psychometric tests and one background questionnaire. The results showed the variables where the subjects´ characteristics were important.