Do CLIL Programmes Help to Balance out Gender Differences in Content and Language Achievement?

Autor/in	Martínez Agudo, Juan de Dios
Titel	Do CLIL Programmes Help to Balance out Gender Differences in Content and Language Achievement?
Quelle	In: Language, Culture and Curriculum, 35 (2022) 2, S.119-133 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez Agudo, Juan de Dios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1942033
Schlagwörter	Content and Language Integrated Learning; Gender Differences; Elementary Secondary Education; Bilingual Education; Outcomes of Education; Second Language Learning; Student Motivation; English (Second Language); Science Achievement; Age Differences; Foreign Countries; Listening Comprehension; Spain + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Geschlechterkonflikt; Bilingual teaching; Bilingualer Unterricht; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Age; Difference; Age difference; Altersunterschied; Ausland; Hörverständnis; Spanien
Abstract	Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. "The Language Learning Journal," 42(2), 209-224), this study aims to investigate the impact of CLIL programmes on gender-related differences in language and content achievement at the end of primary and compulsory secondary education. In line with previous investigations reporting a levelling effect of CLIL programmes on gender differences, this study seeks to show whether bilingual programmes may help to balance out gender differences in CLIL learning outcomes and whether the gender gap may vary across educational levels. To that end, discriminant and factor analyses were performed with the experimental (EFL + CLIL exposure) and control (EFL-only exposure) groups. The main finding was that the gender gap in CLIL learning outcomes is cancelled out, which could be ascribed to the hypothesised levelling effect of CLIL on gender differences in learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01