Responsible, Competent and with a Sense of Belonging: An Explanation for the Purported Levelling Effect of CLIL

Autor/inn/en	Halbach, Ana; Iwaniec, Janina
Titel	Responsible, Competent and with a Sense of Belonging: An Explanation for the Purported Levelling Effect of CLIL
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1609-1623 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halbach, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1786496
Schlagwörter	Responsibility; Competence; Sense of Community; Content and Language Integrated Learning; Socioeconomic Status; Bilingual Schools; Personal Autonomy; Student Motivation; Foreign Countries; English (Second Language); Second Language Learning; Secondary School Students; Student Attitudes; Spain (Madrid); Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Verantwortungsübernahme; Zuständigkeit; Kompetenz; CLIL; Lernkonzept; Socio-economic status; Sozioökonomischer Status; Bilingual scholl; Bilinguale Schule; Individuelle Autonomie; Schulische Motivation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sekundarschüler; Schülerverhalten
Abstract	Whilst CLIL research has flourished and showed some gains for CLIL learners, for example in motivation, there is little consensus about how it affects students from different social strata. The British Council 'English Impact' study (Shepherd and Ainsworth 2017, "English Impact." "An evaluation of English language capability." https://www.britishcouncil.es/sites/default/files/british-council-english-impact-report-madrid-web-opt.pdf) has recently uncovered that CLIL contributes to the levelling of SES (socio-economic status) differences between students and leads to high levels of motivation in all students. In this study, we aim to follow up on these findings by exploring the factors that account for the curbed impact of SES in bilingual schools. To this end, 138 teachers from bilingual and non-bilingual schools filled in the TALIS questionnaire (OECD, 2013, Teaching and Learning International Survey (TALIS) 2013 Teacher Questionnaire. Retrieved from http://www.oecd.org/education/school/TALIS-2013-Teacher-questionnaire.pdf) and 20 teachers were interviewed. Whereas questionnaire data reveals few perceived differences between students from the two types of schools, interviewees did point to differences in characteristics of students from bilingual and non-bilingual schools and the type of parental support they receive. The findings point towards the creation of a learning environment in CLIL programmes that satisfies the need for autonomy, competence and relatedness as reasons behind increased levels of motivation and the reduced impact of students' SES on their performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01