The Effect of Parental Education Level on Perceptions about CLIL: A Study in Andalusia

Autor/in	Barrios, Elvira
Titel	The Effect of Parental Education Level on Perceptions about CLIL: A Study in Andalusia
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.183-195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrios, Elvira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1646702
Schlagwörter	Foreign Countries; Parent Background; Educational Attainment; Content and Language Integrated Learning; Parent Attitudes; Socioeconomic Status; Natural Sciences; Social Sciences; Bilingual Education; English (Second Language); Social Mobility; Equal Education; Spain + Suchen Sie Ihr Suchwort? Ausland; Elternhaus; Bildungsabschluss; Bildungsgut; CLIL; Lernkonzept; Elternverhalten; Socio-economic status; Sozioökonomischer Status; Naturwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Mobilität; Spanien
Abstract	This study aims to begin accounting for variation in parents' perceptions concerning CLIL at a particular context by focusing on a major component of socioeconomic status: education level. The study is set in Andalusia, a Spanish region with an ongoing bilingual CLIL programme that, according to official estimates, will reach 1,573 schools by 2020. A questionnaire was designed to obtain information on perceptions about the teaching and learning of Natural Science and Social Sciences in English. A total of 200 parents from three primary schools participated in the study. Findings indicate that educational attainment has a differential effect on parents' perceptions on the bilingual programme, on its impact on student learning, on their own capacity to help their children's school learning and on children's need for out-of-school support. The lowest educated parents are the most satisfied with the programme and the least concerned about its potential detrimental effect on content learning even though they find that their children are struggling in English-taught subjects the most. Findings suggest that this group in particular may associate English with upward social mobility more strongly than the others. Implications of findings concerning egalitarianism in CLIL education are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01