A Comparison of Students’ Educational Achievement across Programmes and School Types with and without CLIL Provision

Daniel Madrid Fernández

22 citations0/0 files storedPorta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Multilingual Education and Policy

Abstract

This paper discusses factors that determine school achievement in general, with special reference to school type, and the factors that make schools different, such as the students' economic and sociocultural level and family support.Then, it provides data about academic achievement in CLIL and non-CLIL programme groups and across three different types of schools: public (bilingual and non-bilingual), private (bilingual) and charter (non-bilingual), with a research design that matches students in terms of verbal intelligence and motivation.A total of 13 public (n = 551), one private (n = 42) and three charter (n = 127) schools at both the primary and secondary levels from the provinces of Cádiz and Málaga in Andalusia, Spain, participated in the study.Performance in L1 (Spanish), FL (English) and subjects taught in English in CLIL (or bilingual) schools (Natural, Social and Cultural Environment Education in primary education, Natural Science in compulsory secondary education) is compared.Results show differences in performance between the CLIL and the mainstream, non-CLIL programme and between school types-particularly at the secondary level.Additionally, results from discriminant analyses seem to provide evidence that factors such as motivation, verbal intelligence, extramural exposure to English and socioeconomic status cannot account for differences between CLIL and non-CLIL groups.

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References

1978Reproduction in Education, Society and Culture 1979Linguistic Interdependence and the Educational Development of Bilingual Children 2018Cultural Reproduction and Social Reproduction 2011CLIL research in Europe: past, present, and future 1989How Long? A Synthesis of Research on Academic Achievement in a Second Language 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project 2011Is CLIL so beneficial, or just selective? Re-evaluating some of the research 2006Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English

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