Analysing students' content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain

This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Compete...

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Vydáno v:International journal of bilingual education and bilingualism Ročník 22; číslo 6; s. 661 - 674
Hlavní autoři: Fernández-Sanjurjo, Javier, Fernández-Costales, Alberto, Arias Blanco, José Miguel
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 18.08.2019
Taylor & Francis Ltd
Témata:
Academic achievement
Attainment
Bilingual Education
Bilingualism
Comparative Analysis
Content and language integrated learning
Content and language integrated learning (CLIL)
Course Content
Economic status
Educational attainment
Elementary education
Elementary School Students
Elementary schools
English (Second Language)
English as a second language
Foreign Countries
Grade 6
Interdisciplinary Approach
Knowledge Level
Language of Instruction
Learning
Middle school education
Native Language
primary education
Public schools
Questionnaires
science
Science education
Science Instruction
Science Tests
Scores
Second Language Instruction
Second Language Learning
socio-economic status (SES)
Socioeconomic factors
Socioeconomic Status
Spanish
Spanish language
Students
subject-matter learning
Teaching Methods
Spain
Asturias Spain
ISSN:1367-0050, 1747-7522
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Shrnutí:This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Competence in Science in the L1 is analysed by comparing pupils enrolled in mainstream schools with students in the so-called 'bilingual streams' offering CLIL-based approaches. The main objective is to assess if students learning Science through the L2 (English) outperform their counterparts studying in the L1 (Spanish) as regards content acquisition. The paper analyses a sample of 709 6th grade Primary Education students enrolled in public schools in the Principality of Asturias (Spain). A test to assess students' knowledge in Science and a context questionnaire (measuring participants' socio-economic status) were designed. The main finding is that students learning contents in their L1 perform slightly better than those studying Science through the L2. Furthermore, participants with lower socio-economic status obtain lower scores than those coming from more privileged backgrounds.
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ISSN:1367-0050
1747-7522
DOI:10.1080/13670050.2017.1294142