CLIL, an Elitist Language Learning Approach? A Background Analysis of English and Dutch CLIL Pupils in French-Speaking Belgium

Autor/inn/en	Van Mensel, Luk; Hiligsmann, Philippe; Mettewie, Laurence; Galand, Benoît
Titel	CLIL, an Elitist Language Learning Approach? A Background Analysis of English and Dutch CLIL Pupils in French-Speaking Belgium
Quelle	In: Language, Culture and Curriculum, 33 (2020) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Mensel, Luk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2019.1571078
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; Teaching Methods; English (Second Language); Indo European Languages; Socioeconomic Status; Predictor Variables; Nonverbal Ability; Intelligence; Course Content; Track System (Education); Elementary Secondary Education; Belgium + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Socio-economic status; Sozioökonomischer Status; Prädiktor; Intelligenz; Klugheit; Kursprogramm; Leistungsgruppe; Leistungsdifferenzierung; Belgien
Abstract	Content and language integrated learning (CLIL) programmes are increasingly popular throughout Europe, but are sometimes accused of inducing a selection bias in the pupil population, both through selection mechanisms of the schools themselves and self-selection of the pupils (and/or their parents). As a result, the outcomes of the CLIL approach may be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist education model, which arguably runs counter to the aims of the approach. This paper looks into a number of background variables of both English and Dutch CLIL learners in Francophone Belgium and compares them to their non-CLIL counterparts. Results from a logistic regression indicate that there is indeed evidence of selection: the socio-economic status of the pupils appears as the main predictor of whether a pupil is in a CLIL or a non-CLIL track, whereas other, more personal, variables such as non-verbal intelligence play a minor (or additional) role. Moreover, Dutch CLIL programmes appear to be more selective than English CLIL programmes in this context. We conclude that CLIL (and particularly Dutch CLIL) in French-speaking Belgium, although a priori open to anyone, is particularly attractive to a socially privileged public. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01