Primary Students' Satisfaction with CLIL and Perceived CLIL Linguistic Difficulty

Autor/inn/en	Barrios, Elvira; Acosta-Manzano, Irene
Titel	Primary Students' Satisfaction with CLIL and Perceived CLIL Linguistic Difficulty
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 7, S.665-678 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrios, Elvira) ORCID (Acosta-Manzano, Irene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1759610
Schlagwörter	Elementary School Students; Difficulty Level; Second Language Learning; Second Language Instruction; Language of Instruction; Content and Language Integrated Learning; English (Second Language); Mothers; Educational Attainment; Correlation; Individual Differences; Social Influences; Spanish; Bilingual Education; Language Usage; Native Language; Student Attitudes; Homework; Parent Child Relationship; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Mother; Mutter; Bildungsabschluss; Bildungsgut; Korrelation; Individueller Unterschied; Sozialer Einfluss; Spanisch; Bilingual teaching; Bilingualer Unterricht; Sprachgebrauch; Schülerverhalten; Hausaufgabe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Spanien
Abstract	This study investigated primary students' perceptions of Content and Language Integrated Learning (CLIL) Natural Science and Social Sciences and variations in perceptions by individual and social factors. The sample comprised 524 Spanish-speaking students aged 9-13 years from bilingual Spanish-English schools in Andalusia (Spain). The study obtained two measures, namely one of satisfaction with CLIL and one of perception of CLIL linguistic difficulty, and investigated the relationships between them and with individual and social factors. The findings indicate that, on average, the participants' satisfaction with CLIL is relatively high and that they do not find it particularly challenging from a linguistic point of view. However, around 20% of the participants experienced mild to severe difficulty regarding the language of instruction. A moderate to strong relationship was found between CLIL satisfaction and linguistic difficulty, and these were both statistically associated with mother's level of education, availability of help with homework at home, and relatives' use of English at work. These findings suggest that socioeconomic status factors are associated with primary students' perceptions of CLIL and may underlie their success and continuation in CLIL secondary education. It is argued that investment in language support is needed for the most disadvantaged students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01