Teachers’ views on their methodology and their profiles: in search of the possible reasons for the levelling effect of CLIL

CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more is learnt about the impact of on motivation, proficiency, content learning, few investigations examine how influences students different socio-economic status (SES) why. The recent large-scale English Impact study conducted in Madrid region showed that a potential to limit influence SES students’ language learning motivation proficiency. Yet being solely quantitative, it did not probe into reasons behind such result. This mixed-methods aims uncover reasons. 138 teachers from schools filled TALIS questionnaire (OECD 2013. Teacher Questionnaire. http://www.oecd.org/education/school/TALIS-2013-Teacher-questionnaire.pdf) further 20 were interviewed. Whereas no significant differences between non-CLIL identified through questionnaire, interviews revealed bilingual adapted their teaching methodology best suit needs, willing take risks than counterparts non-bilingual schools.