CLIL and Elitism: Myth or Reality?

Autor/in	Pérez Cañado, María Luisa
Titel	CLIL and Elitism: Myth or Reality?
Quelle	In: Language Learning Journal, 48 (2020) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1645872
Schlagwörter	Teaching Methods; Course Content; Interdisciplinary Approach; Second Language Learning; Second Language Instruction; English (Second Language); Socioeconomic Influences; Language of Instruction; Bilingualism; Monolingualism; Student Motivation; Intelligence; Language Proficiency; Comparative Analysis; Disadvantaged; Bilingual Education; Foreign Countries; Elementary School Students; Secondary School Students; Longitudinal Studies; Intelligence Tests; Measures (Individuals); Charter Schools; Public Schools; Private Schools; Correlation; Institutional Characteristics; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sozioökonomischer Faktor; Teaching language; Unterrichtssprache; Bilingualismus; Schulische Motivation; Intelligenz; Klugheit; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Ausland; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligence test; Intelligenztest; Messdaten; Charter school; Charter-Schule; Public school; Öffentliche Schule; Private school; Privatschule; Korrelation; Spanien
Abstract	This article aims to shed light on the question of elitism in CLIL by exploring empirical evidence taken from a large-scale longitudinal investigation based in Spain. To this end, it reports on a quantitative study into the effects of CLIL programmes on the English language attainment of primary and secondary education students in monolingual contexts. The study uses a sample of 2024 students from twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups; and has factored in several intervening variables. It approaches the topic from a three-pronged perspective: by determining whether the most motivated, intelligent, and linguistically proficient students are in fact found in CLIL groups; by analysing the possible differential effect of socio-economic variables on L2 attainment; and by examining whether CLIL has the potential to work even in disadvantaged contexts. The results suggest that, while certain variables impact on language education in both CLIL and non-CLIL settings, others do not have such a substantial effect in CLIL scenarios as in non-bilingual settings. Thus the broader take-away is that commonly harboured beliefs vis-à-vis the elitism of bilingual programmes need to be re-examined and a possible future research agenda is suggested to continue advancing in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01