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Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning.
- Source :
-
System . Apr2018, Vol. 73, p16-26. 11p. - Publication Year :
- 2018
-
Abstract
- This paper investigates the influence of social, cultural and economic background on students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL investigation has focused primarily on language attainment in the L2 and the L1, but students' socio-economic status (SES) has been largely ignored, and its influence on performance in content-subjects remains unexplored. Competence in Science in the L1 (Spanish) is analysed by comparing pupils enrolled in mainstream schools with students in the so-called bilingual streams offering CLIL-based approaches. The paper analyses a sample of 709 6th grade Primary Education students from diverse social backgrounds and enrolled in public schools in the Principality of Asturias (Spain). A test to assess students' knowledge in Science and a context questionnaire (measuring participants' social, economic, and cultural background) were designed and validated. Inferential statistics were applied with one-way ANOVAs and inter-subject analyses. The main finding is that students from less favoured socio-economic backgrounds obtain significant lower scores than those coming from more privileged settings. Results suggest students’ context influences the teaching-learning process in bilingual education. The determining factors for these findings are discussed in the paper together with prospective research lines. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0346251X
- Volume :
- 73
- Database :
- Academic Search Index
- Journal :
- System
- Publication Type :
- Academic Journal
- Accession number :
- 128474769
- Full Text :
- https://doi.org/10.1016/j.system.2017.09.001