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| Autor/inn/en | Fernández Sanjurjo, Javier; Arias Blanco, José Miguel; Fernández-Costales, Alberto |
|---|---|
| Titel | Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2018) 73, S. 16-26 |
| Beigaben | Anmerkungen; Grafiken 1; Tabellen 5 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Fragebogen; Grundschule; Bilinguale Schule; Biologie; Fremdsprachenunterricht; Fachunterricht; Spanien |
| Abstract | This paper investigates the influence of social, cultural and economic background on students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL investigation has focused primarily on language attainment in the L2 and the L1, but students' socio-economic status (SES) has been largely ignored, and its influence on performance in content-subjects remains unexplored. Competence in Science in the L1 (Spanish) is analysed by comparing pupils enrolled in mainstream schools with students in the so-called bilingual streams offering CLIL-based approaches. The paper analyses a sample of 709 6th grade Primary Education students from diverse social backgrounds and enrolled in public schools in the Principality of Asturias (Spain). A test to assess students' knowledge in Science and a context questionnaire (measuring participants' social, economic, and cultural background) were designed and validated. Inferential statistics were applied with one-way ANOVAs and inter-subject analyses. The main finding is that students from less favoured socio-economic backgrounds obtain significant lower scores than those coming from more privileged settings. Results suggest students' context influences the teaching-learning process in bilingual education. The determining factors for these findings are discussed in the paper together with prospective research lines. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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