CLIL, an elitist language learning approach?:A background analysis of English and Dutch CLIL pupils in French-speaking Belgium
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... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2020 |
Reihe/Periodikum: | Van Mensel , L , Galand , B , Hiligsmann , P & Mettewie , L 2020 , ' CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium ' , Language, Culture and Curriculum , vol. 33 , no. 1 , pp. 1-14 . https://doi.org/10.1080/07908318.2019.1571078 |
Schlagwörter: | CLIL / Belgium / foreign language learning / selection |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-27064129 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://researchportal.unamur.be/en/publications/77a280b7-f9db-481a-8713-5dc7994d6f57 |
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.