Let's Go, TTO? The Difference in Reading Motivation between Pupils in Bilingual and Regular Education in the Netherlands

Abstract

Several studies have found a higher overall motivation from bilingual pupils when compared to regular pupils. However, differences in reading motivation specifically have not been studied yet. The present study, therefore, examines the difference in reading motivation between regular and bilingual pupils, and also considers the differences between forms 2, 4 and 6, and between genders. It was hypothesized that bilingual pupils would have a higher reading motivation than regular pupils, and that within regular education there would be differences between forms and gender, but not in bilingual education. One hundred and ninety-eight pupils from a Dutch pre-university secondary school participated by filling out a questionnaire on reading motivation. The answers to the questionnaire were divided up into five categories: Intrinsic Motivation – Engagement (IME) and Curiosity (IMC), and Extrinsic Motivation – Others (EMO), Social (EMSo) and School (EMSc). No significant differences were found between regular and bilingual pupils overall. For regular pupils, EMSo significantly declined through forms 2, 4 and 6. For both regular and bilingual pupils, female pupils reported a significantly higher IME than male pupils. No other significant differences were found. This study adds to the existing literature on motivation in bilingual education while separating intrinsic from extrinsic motivation, providing useful information for researchers and educators.