Analysing Students' Content-Learning in Science in CLIL vs. Non-CLIL Programmes: Empirical Evidence from Spain

Autor/inn/en	Fernández-Sanjurjo, Javier; Fernández-Costales, Alberto; Arias Blanco, José Miguel
Titel	Analysing Students' Content-Learning in Science in CLIL vs. Non-CLIL Programmes: Empirical Evidence from Spain
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 6, S.661-674 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1294142
Schlagwörter	Course Content; Language of Instruction; Interdisciplinary Approach; Teaching Methods; Elementary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Science Tests; Science Instruction; Native Language; Spanish; Foreign Countries; Bilingual Education; Comparative Analysis; Grade 6; Scores; Socioeconomic Status; Knowledge Level; Spain + Suchen Sie Ihr Suchwort? Kursprogramm; Teaching language; Unterrichtssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Spanisch; Ausland; Bilingual teaching; Bilingualer Unterricht; School year 06; 6. Schuljahr; Schuljahr 06; Socio-economic status; Sozioökonomischer Status; Wissensbasis; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01