An analysis of language anxiety in English and Basque-Medium InstructionA study with primary school students

  1. Alonso Arruabarrena, Irene 1
  2. Lasagabaster Herrarte, David 1
  1. 1 University of the Basque Country UPV/EHU
Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2023

Número: 20

Páginas: 9-48

Tipo: Artículo

DOI: 10.35869/VIAL.V0I20.4353 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: VIAL, Vigo international journal of applied linguistics

Resumen

En plena era de globalización, adquirir competencias comunicativas en lenguas extranjeras se ha convertido en una prioridad educativa y, en este escenario surgió el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) como un intento por mejorar el dominio de la lengua extranjera de los estudiantes europeos. En la Comunidad Autónoma Vasca (CAV), el alumnado debe afrontar la coexistencia de tres lenguas en el currículo escolar, lo cual puede resultar en un proceso que genere ansiedad. Mediante un enfoque metodológico mixto, este estudio explora la interacción entre la ansiedad y la lengua de instrucción en el caso de 89 estudiantes de educación primaria en la CAV, junto con los efectos del género, el repertorio lingüístico y los resultados académicos de los estudiantes en sus niveles de ansiedad. Los resultados indicaron que los participantes experimentaron significativamente más ansiedad en sus asignaturas impartidas en inglés que en las de euskera. Además, el alumnado que hablaba español en casa o que obtenía calificaciones más bajas en ambos tipos de instrucción exhibía niveles más altos de ansiedad, aunque esta tendencia disminuyó en el caso de las mujeres. Estos datos revelan la naturaleza desafiante de la ansiedad, un factor afectivo que debe considerarse en la implementación de metodologías de enseñanza de idiomas.

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Fuente de los datos: Dialnet