Persona: Ardura Martínez, Diego
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0000-0002-6530-3358
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Ardura Martínez
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Diego
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Publicación BiMo’s Policy Recommendation Book(Universidad Nacional de Educación a Distancia (UNED), 2023) Senra Silva, Inmaculada; Ardura Martínez, Diego; Chacón Beltrán, Manuel RubénPublicación The impact of student choice in shaping their bilingual education attitudes and perceptions(Universidad de Granada, 2025-01) Ardura Martínez, Diego; Senra Silva, InmaculadaMany studies have delved into different aspects of bilingual education examining perceptions within the educational community. However, none have explored the impact of offering bilingual programmes on a voluntary versus a mandatory basis on students' attitudes and perceptions. The aim of the present work was to investigate Spanish bilingual secondary school students’ attitudes, motivation, perceived learning, anxiety, and satisfaction with bilingual education, establishing a comparison between schools where students can only join the bilingual stream and schools where students can choose whether to join the bilingual stream or the non-bilingual one. An ex post facto research design was used, involving 261 high school students. Descriptive, mean differences, and decision tree analyses were conducted. The results reveal better attitudes and perceptions in students from schools where bilingual education is not compulsory for all. Our findings may be of interest when planning this type of approach to education.Publicación Families’, Students’ and Teachers’ Attitudes towards Bilingual Education: Lessons to be Learned from Bilingual Contexts(Revistas Científicas UNED, 2025-09-30) Senra Silva, Inmaculada; Ardura Martínez, Diego; Chacón Beltrán, Manuel RubénThis paper presents qualitative and quantitative results of a research study carried out in order to examine families’, teachers’ and students’ attitudes towards bilingualism and bilingual education in monolingual contexts. Five schools from four European countries, namely Italy, Spain, Lithuania and Romania, took part in this research. Two schools had a bilingual/multilingual immediate social context or historical background – those in Lithuania and Romania – and three schools were embedded into a monolingual social context in Spain and Italy. With the aim of collecting data on these stakeholders’ attitudes towards bilingualism and bilingual education, a mixed method approach was followed. A questionnaire was distributed to 499 parents, 892 students and 476 teachers all involved in bilingual education programmes in these four countries. The statistical analysis was a computerised data analysis carried out using SPSS. Furthermore, 48 interviews were conducted with parents, teachers and members of the school boards. They were then analysed with the software ATLAS.ti. The results show differences in the way stakeholders in a bilingual/multilingual context or/and background approach bilingualism and bilingual education as compared to those in a monolingual context, as the attitudinal component is of paramount importance to approach successful bilingual education. The conclusions of this study enrich the academic discussion on the role of families, students, teachers, and school administrators in bilingual education programmes across Europe.