Motivation and attitude are two affective factors that can determine the success of students’ learning. The objective of this study is to investigate how attitude and motivation affect students in bilingual teaching programs. This study comprised a total of 159 Spanish students and was conducted in the third and fourth year of primary education in which the level of the L2 corresponds to A2.1 of the CEFR (Common European Framework of Reference). The study involved two schools in the province of Cordoba (Andalusia) in which CLIL (Content and Language Integrated Learning) program is implemented. A quantitative methodology has been used whereby students´ attitude and motivation have been analysed through a questionnaire. The results show that although motivation and attitude are positive in science subjects within the bilingual program, it is necessary to pay greater attention to diversity and to the different pace of learning among students.

The objective of this study is to enquire how effectively the application of emotional intelligence is in the process of the acquisition of the oral skills in the foreign language at an early age, specifically in the first year of primary education. The findings obtained in this investigation proceed from a study in which we have analyzed and compared a bilingual educative programme that integrates the dimensions of emotional intelligence in its curriculum, AMCO, with other approaches in which this type of attention is not previously organized in their programs such as CLIL and the teaching of a foreign language. The results show that students who have been exposed to a methodology that integrates techniques for the application of emotional intelligence obtain better marks in the oral production of the L2 favouring its acquisition. Furthermore the study found evidence that these students were more motivated in the process of speaking and showed more self-esteem, and self-control in the classroom interactions.

Neuroscience research shows that motivation is considered to be one of the determining factors for effective learning in any context. In the modern technological era, the motivational effect of the use of technological resources in bilingual settings is an interesting field of research. Considering this assumption, the aim of this study is to analyze whether students are more motivated when learning history and science subjects within the CLIL (Content and Language Integrated Learning) approach if videos are used. This study was conducted on primary school students from third grade to sixth grade. It involved "Ginés de Sepúlveda" and "La Inmaculada" schools in the province of Cordoba in Andalusia, Spain. The sample comprised 85 students. Eclectic research combining a qualitative and a quantitative methodology has been applied in this study. The findings show that the use of videos within the classroom motivates students, by creating a relaxing and comfortable environment in bilingual education settings.

Research on the mind, the brain and education has shed light on the process of learning a foreign language in bilingual education. The present study attempts to investigate the relationship between L2 listening skills and multiple intelligences in bilingual and non-bilingual contexts. The research was conducted on fourth year primary school students. It involved two schools in the province of Cordoba (Andalusia, Spain) and one school in the Community of Madrid, that had implemented different educative programmes for the acquisition of listening skills: Advanced Methods Corporation (AMCO) which is a bilingual education program that integrates multiple intelligence strategies into the curriculum, Content and Language integrated learning (CLIL) and the traditional method of teaching English a foreign language (TEFL). The results of this eclectic study indicate that a bilingual education program that includes multiple intelligence strategies benefits students´ listening proficiency by promoting motivation in the learning process.

El objetivo de esta investigación es el análisis de las inteligencias múltiples en los contenidos audiovisuales seleccionados por una empresa que desarrolla recursos digitales para educación primaria en contextos de bilingüismo educativo. Con el fin de realizar este estudio se han seleccionado aleatoriamente un conjunto de 100 vídeos de la plataforma analizada que contiene 6000 vídeos. En cada uno de los vídeos analizados, se ha comprobado cuáles son aquellas inteligencias múltiples que predominan en el total de los vídeos analizados.