Motivation of Bilingual Learners
Many of us are working in universities with a significant student population who speak more than one language. To support all of our students, this week, I would like to share a recent article entitled, “Motivational Effects of Technological Resources in Bilingual Education Settings” by Morilla-García and García-Jurado (2019). In this article, the researchers remind us of the neuroscience research on student motivation, which is one of the major determining factors for effective learning in any context or academic area. Considering this, the aim of this study is to analyze whether students are more motivated when learning history or science within a Content and Language Integrated Learning (CLIL) approach when videos are used. The sample comprising 85 students combined a qualitative and a quantitative methodology. The findings show that the use of videos within and beyond the classroom motivates students.
The theoretical framework used for the research was CLIL, which is summarized:
Content refers to the acquisition of knowledge of a content subject.
Cognition concerns the mental processes that take place in the integration of language and learning.
Communication regards the use of the vehicular language and its proper establishment in the subject at the hands of the student.
Culture is considered to be an essential part of the CLIL approach. Students should have knowledge of the culture and history of both languages.
Based on this conceptualization of educational videos, the following types can be identified:
Curricular, those that are specifically adapted to the teaching of the subject.
Cultural dissemination
Scientific and technical
Videos for education, without an educational purpose used as a teaching resource.
Instructive, whose mission is to instruct or achieve the knowledge of a content.
Cognitive videos to teach different aspects related to the subject.
Motivational videos
Modeler videos, which display a number of models to imitate.
Ludic or expressive videos, intended to learn the language of audio-visual aids.
As a reminder, Sharma (2016) has shown that videos have been shown to
Increase memory retention;
Improve attention span;
Create a focal point;
Facilitate comprehension; and
Organize communication.
The authors conclude that using videos in non-linguistic areas, such as history and science, provides students with a mindfulness experience that allows them to be attentive and to understand concepts and ideas in their second language (L2). Video resources also provide a means of interactive Instruction; this reduces anxiety levels and the corresponding negative consequences on learning.
References
Morilla-García, C. & García-Jurado, B. (2019). Motivational effects of technological resources in bilingual education settings. Multidisciplinary Journal of Educational Research,9(1),88-116. doi: 10.17583/remie.2019.3800
