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

• Published in: International journal of bilingual education and bilingualism Vol. 22; no. 6; pp. 661 - 674
• Main Authors: Fernández-Sanjurjo, Javier, Fernández-Costales, Alberto, Arias Blanco, José Miguel
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 18.08.2019; Taylor & Francis Ltd
• Subjects: Bilingual Education; Bilingualism; Comparative Analysis; Content and language integrated learning; Content and language integrated learning (CLIL); Course Content; Economic Status; Elementary Education; Elementary School Students; English (Second Language); English as a second language; Foreign Countries; Grade 6; Interdisciplinary Approach; Knowledge Level; Language of Instruction; Middle school education; Native Language; primary education; 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
• DOI: 10.1080/13670050.2017.1294142

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.