@misc{10481/54002,
year = {2017},
month = {6},
url = {http://hdl.handle.net/10481/54002},
abstract = {This article seeks to investigate which factors exercise the greatest influence on the quality of university bilingual/CLIL programs and their positive results. With this aim, a questionnaire was designed with 62 variables (Appendix 1) and it was applied to a sample of 164 students and 57 TEFL/CLIL professors. The results demonstrate a considerable agreement among the participants of this study, who coincided in assigning salient ratings to the professors’ linguistic competence and commitment to the program, in addition to student motivation and interest. Significant statistical differences were also found between the professors and students, who had diverging views in reference to the tested quality factors. Students were found to assign more importance to the motivating effect of their professors, the need for language exchanges with native speakers, the necessity of speaking clearly in class, and the presence of native teachers. However, the professors more highly valued their personal motivation and commitment to the program, their didactic training in CLIL, the incorporation of measures of improvement in class, and the integrated planning of linguistic and non-linguistic contents.},
abstract = {Este artículo se propone investigar cuáles son los factores de calidad que ejercen mayor influencia en la calidad de los programas bilingües universitarios y en sus buenos resultados. Para ello, se diseñó un cuestionario con 62 variables (Appendix 1) y se aplicó a una muestra de 164 alumnos del grado de Maestro y 57 profesores especialistas en AICLE. Los resultados nos demuestran que hay fuertes coincidencias entre las valoraciones de los informantes, que coinciden al situar en primer lugar la importancia del nivel de idioma del profesor y su compromiso con el programa, y la motivación e interés de los alumnos. Hemos encontrado diferencias significativas, a favor de los estudiantes, en el efecto motivador del profesorado, los intercambios lingüísticos con nativos, hablar con claridad en clase y el hecho de tener profesores nativos. Sin embargo, los profesores le dan más importancia que los alumnos a su compromiso con el programa, a su preparación didáctica en AICLE, la incorporación de acciones de mejora en clase y a la programación integrada de contenidos y lengua.},
publisher = {Universidad de Granada},
keywords = {Quality factors},
keywords = {Quality education},
keywords = {Bilingual university education},
keywords = {Teaching},
keywords = {Factores de calidad},
keywords = {Enseñanza bilingüe universitaria},
keywords = {Calidad y enseñanza},
title = {Quality Factors in Bilingual Education at the University Level},
doi = {10.30827/Digibug.54002},
author = {Madrid Fernández, Daniel and Julius, Steven M.},
}