What is it about?
Bilingual education (CLIL) may reduce the differences in motivation and English proficiency often seen between students from different socio-economic backgrounds. Using a questionnaire and focus group interviews, this study asked fourth-year secondary students in the Community of Madrid (Spain) about their views on education, teachers, classroom practices and their use of English outside the classroom.
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Why is it important?
The results show significant differences between students from bilingual and non-bilingual schools in how they see their schooling (what they value in teachers and schools) and in how often they speak English outside school. These differences may be explained by the nature of students' motivation, which may in turn be influenced by the characteristics of their schools. More research is needed on whether bilingual schools are inherently more supportive of learner autonomy.
Perspectives
Working with Lyndsay R. Buckingham and Ana Halbach on this study gave me the chance to look at bilingual education in Madrid from the students' point of view.
Dr. Miguel Fernández Álvarez
Universidad Politecnica de Madrid
Read the Original
This page is a summary of: Differences between CLIL and non-CLIL students: motivation, autonomy and identity, Journal of Multilingual and Multicultural Development, July 2022, Taylor & Francis,
DOI: 10.1080/01434632.2022.2102641.
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