La competencia escrita de alumnos de programas bilingües y no bilingües de educación secundaria

  1. Daniel Madrid
  2. Silvia Corral Robles
Revista:
Revista mexicana de investigación educativa

ISSN: 1405-6666

Año de publicación: 2018

Volumen: 23

Número: 76

Páginas: 179-202

Tipo: Artículo

Otras publicaciones en: Revista mexicana de investigación educativa

Resumen

Resumen: Esta investigación se centra en el análisis de la producción escrita de tres grupos de estudiantes de 4º de educación secundaria (16 años) que han seguido el programa bilingüe andaluz de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en comparación con otros tres grupos, de la misma ciudad y del mismo nivel, que han cursado los estudios en la lengua materna (español) y la segunda (inglés) como asignatura curricular. Los resultados muestran que la puntuación media de los textos escritos en lengua inglesa por los alumnos de AICLE supera la de inglés como lengua extranjera en más de tres puntos en una escala de 0 a 10 y que el alumnado de esta última recurre más a la lengua materna para resolver su falta de competencia en la segunda lengua y se ve más afectado por las interferencias de la materna que los del colectivo AICLE.

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