Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
نویسندگان
چکیده
Content and Language Integrated Learning (CLIL) programs are often praised for bringing equity to foreign language learning (e.g., Lorenzo et al., 2020). However, streaming processes, such as those of the Community Madrid Bilingual Program, may reinforce social inequalities among students Llinares & Evnitskaya, In line with recent research comparing CLIL students’ affective factors in high exposure (HE) low (LE) tracks Fernández-Agüero Hidalgo-McCabe, 2020), present study examines potential differences socioeconomic status (SES), motivation English HE LE at a bilingual (Spanish/English) secondary school SES town Madrid. A questionnaire measuring cultural economic capital, motivation, teachers’ use was administered sample all year 10. Results show that lowest highest were concentrated tracks, respectively. track, teachers used less frequently, exhibited lower intrinsic motivation. For proficiency (often SES), access capital afforded by knowledge be constrained fewer meaningful opportunities.
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ژورنال
عنوان ژورنال: CLIL Journal of innovation and research in plurilingual and pluricultural education
سال: 2022
ISSN: ['2604-5613', '2604-5893']
DOI: https://doi.org/10.5565/rev/clil.67