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Profesor titular
Martina S. Ramírez Orduña es Graduada en Educación con Mención en Lenguas Extranjeras, Máster en Investigación en Ciencias Sociales y Jurídicas con Especialidad en Psicología y Doctora Cum Laude en Psicología por la Universidad de Extremadura. Es profesora de la Facultad de Ciencias Sociales y componente del grupo de investigación GIRA. Imparte asignaturas en el área de educación relacionadas con el desarrollo y la psicología adolescente y la investigación y la innovación educativa. Además cuenta con formación como profesora de Español para Extranjeros ELE por la Universidad Antonio de Nebrija y ha trabajado más de cinco años como profesora de inglés como lengua extranjera. Sus líneas de investigación son: rendimiento académico, emociones, bilingüismo y CLIL. Es autora de varios artículos científicos, comunicaciones y ponencias en congresos nacionales e internacionales y colaboraciones en capítulos de libro.
This research aimed to identify whether bilingual education was an influential factor in families’ attitudes when helping their children with science homework in Spanish or in English. Information was collected from 607 families at monolingual and bilingual schools. The results showed that the families that helped their children with science homework in Spanish showed more positive emotions than those that do so in English. Also, the English language proficiency of parents whose children were in bilingual schools correlated positively with the parents’ emotions and attitude towards science.
Grade retention This research aimed to find out the opinion of students about the promotion of English by the University. A total of 498 subjects from the Faculty of Education of Badajoz (University of Extremadura) participated in the study. A quantitative methodology was used, and a descriptive and inferential analysis of the data was performed. 82,9% of the subjects considered that the University did not promote language aquisition and 72,9% believed that the study of this language should be intensified.
This paper aimed to determine the effects of bilingual porgrams on students’ emotions and academic performance. The participants were 286 students from bilingual and non-bilingual schools. The analysis indicated that language is clearly an influential factor, as shown both in the lower grades and more negative emotions experienced by the students studying science in English. Students from the non-bilingual school obtained the best grades and experienced the most positive emotions.