A Comparison of Students’ Educational Achievement across Programmes and School Types with and without CLIL Provision
Year: 2018
Type: article
Study design: Observational Study
Abstract: This paper discusses factors that determine school achievement in general, with special reference to school type, and the factors that make schools different, such as the students' economic and sociocultural level and family support.Then, it provides data about academic achievement in CLIL and non-CLIL programme groups and across three different types of schools: public (bilingual and non-bilingual), private (bilingual) and charter (non-bilingual), with a research design that matches students in terms of verbal intelligence and motivation.A total of 13 public (n = 551), one private (n = 42) and three charter (n = 127) schools at both the primary and secondary levels from the provinces of Cádiz and Málaga in Andalusia, Spain, participated in the study.Performance in L1 (Spanish), FL (English) and subjects taught in English in CLIL (or bilingual) schools (Natural, Social and Cultural Environment Education in primary education, Natural Science in compulsory secondary education) is compared.Results show differences in performance between the CLIL and the mainstream, non-CLIL programme and between school types-particularly at the secondary level.Additionally, results from discriminant analyses seem to provide evidence that factors such as motivation, verbal intelligence, extramural exposure to English and socioeconomic status cannot account for differences between CLIL and non-CLIL groups.
Author: Daniel Madrid Fernández
Institutions: Universidad de Granada, Universidad de Málaga
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Awards: G120406460, G8170829021
OpenAlex ID: W2986237399