Students Attending Monolingual, Bilingual, or Trilingual Schools at Secondary Level: Does It Influence Their Academic Performance in a University Bilingual Biology Module?

Autor/inn/en	Archila, Pablo Antonio; Danies, Giovanna; Truscott de Mejía, Anne-Marie; Restrepo, Silvia; Molina, Jorge
Titel	Students Attending Monolingual, Bilingual, or Trilingual Schools at Secondary Level: Does It Influence Their Academic Performance in a University Bilingual Biology Module?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.3098-3111 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.2012123
Schlagwörter	Higher Education; Content and Language Integrated Learning; Correlation; Undergraduate Students; Institutional Characteristics; Monolingualism; Bilingualism; Multilingualism; Spanish; English (Second Language); Second Language Learning; Biology; Science Instruction; Foreign Countries; Science Tests; Longitudinal Studies; International Education; Grades (Scholastic); Secondary Education; Educational Background; Science Achievement; Comparative Analysis; Colombia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; CLIL; Lernkonzept; Korrelation; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Internationale Erziehung; Notenspiegel; Sekundarbereich; Vorbildung; Kolumbien
Abstract	In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the internationalization of higher education. However, it is still not very clear whether students' monolingual, bilingual, or trilingual abilities really influence their academic performance in these modules. This study aims to determine if there is a relationship between participants' academic performance and their type of school attended at secondary level (monolingual, bilingual, trilingual) or age. The total sample of this correlational research was 177 undergraduates (105 females and 72 males, 15-30 years old) who took a university Spanish-English bilingual Biology module at a prestigious Colombian university. Here, we report the results obtained on 2.5 years of data generated by students' quizzes and exams. Independent t-tests showed that the grades obtained in quizzes and exams by the undergraduates who attended monolingual schools at secondary level were slightly lower than those of the university students who attended bilingual or trilingual schools, but there were no statistical differences between them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01