Socioeconomic Status and its Impact on Language and Content Attainment in CLIL Contexts

  1. Diego J. Rascón Moreno 1
  2. Carmen M. Bretones Callejas 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

Aldizkaria:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Argitalpen urtea: 2018

Zenbakia: 29

Orrialdeak: 115-135

Mota: Artikulua

DOI: 10.30827/DIGIBUG.54025 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Laburpena

This article deals with a crucial variable in CLIL settings: socioeconomic status, which was measured via parents’ educational level (high, medium or low). It sheds light on the FL, L1 and subject content attainment of 129 bilingual learners in Primary Education and Compulsory Secondary Education schools in eastern Andalusia (more specifically, in the provinces of Granada and Almería). It provides a detailed comparison of these outcomes with those also obtained from 219 students in traditional EFL streams. Six state and two charter schools participated. Differences in the motivation, verbal intelligence and extramural exposure of these students are also examined, together with their evolution from Primary to Compulsory Secondary Education. All the variables considered are subjected to discriminant analyses in order to determine which of them explains the greatest variance in language attainment and content achievement results.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

This work was supported by the Spanish Ministry of Economy and Competitiveness, under Grant FFI2012-32221, and by the Junta de Andalucía, under Grant P12-HUM-23480.

Finantzatzaile

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