Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe

Autor/inn/en	Lorenzo, Francisco; Granados, Adrián; Rico, Nuria
Titel	Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe
Quelle	In: Applied Linguistics, 42 (2021) 3, S.393-413 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amaa037
Schlagwörter	Bilingual Education; Foreign Countries; Second Language Learning; Teaching Methods; Language of Instruction; Monolingualism; Language Usage; Spanish; English (Second Language); Language Proficiency; Socioeconomic Status; Spain + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Ausland; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Sprachgebrauch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Socio-economic status; Sozioökonomischer Status; Spanien
Abstract	Previous research has raised concerns that equity may be compromised in content and language integrated learning (CLIL) education, creating schisms in otherwise fairly egalitarian education systems. In Andalusia (southern Spain), where bilingual education has expanded, this article aims to analyze the difference between CLIL bilingual education and traditional monolingual education in terms of student equity indicators. A sample of over 3,800 students representing the four socioeconomic status (SES) levels (SES 1-4), selected by stratified random sampling, was analyzed with correlational statistics to determine their performance levels at CLIL and non-CLIL schools, according to their competence in Spanish L1, English L2, and history. Results point to certain egalitarian effects of CLIL education: while a staircase pattern is constantly present in the performance of non-CLIL students (with those from higher social classes obtaining better results), all CLIL students seem to obtain equally high results regardless of their SES. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01