1887
  1. Home
  2. e-Journals
  3. AILA Review
  4. Volume 35, Issue 2
  5. Article
Volume 35, Issue 2
  • ISSN 1461-0213
  • E-ISSN: 1570-5595
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study analyses the implementation of CLIL in two monolingual regions of Spain: Madrid and Andalusia. As a matter of fact, as these two regions have been mostly governed by political parties with contrasting ideologies, this may have affected the way in which CLIL has been implemented. Firstly, this paper will offer a literature review of the outcomes that the CLIL programme has produced in the two regions according to research. Secondly, the implementation of CLIL in each region will be examined by means of a document analysis of the CLIL regulations introduced in the two contexts, on the basis of the following themes: CLIL introduction and development, pupil selection, teacher training and compensation, and the inclusion of other languages. Finally, the discussion will explore whether the different outcomes of CLIL in the two regions may be the result of the ideologies guiding the implementation of the programme and will establish some sociolinguistic principles required to frame bilingual competence in the wider social debate on inequality. The greatest ideological difference observed is pupil selection, which may lead to language poverty in certain layers of society.

© 2022 AILA
Loading

Article metrics loading...

/content/journals/10.1075/aila.22019.gra
2023-06-30
2025-06-14

  • From This Site

    /content/journals/10.1075/aila.22019.gra
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Agudo, M. T., González, R., Hill, E., Justo, M. A., Kelly, R., Locke, M., Medrando, M. P., & Reilly, T.
    (2006) Orientaciones para el desarrollo del currículo integrado hispano-británico en educación infantil. Secretaría General de Educación.
     [Google Scholar]
  2. Alonso-Belmonte, I., & Fernández-Agüero, M.
    (2021) Teachers’ narratives of resistance to Madrid’s bilingual programme: An exploratory study in secondary education. Linguistics and Education, 631, 100925. 10.1016/j.linged.2021.100925
     https://doi.org/10.1016/j.linged.2021.100925 [Google Scholar]
  3. Andalusian Department of Education
    Andalusian Department of Education (2005) Acuerdo de 22 de marzo de 2005. BOJA, 651, 8–39.
     [Google Scholar]
  4. Andalusian Department of Education
    Andalusian Department of Education (2006) Resolución de 18 de julio de 2006. BOJA, 1561, 1–16.
     [Google Scholar]
  5. Andalusian Department of Education
    Andalusian Department of Education (2011a) Orden de 28 de junio de 2011. BOJA, 1351, 6–19.
     [Google Scholar]
  6. Andalusian Department of Education
    Andalusian Department of Education (2011b) Orden de 29 de junio de 2011. BOJA, 1351, 20–23.
     [Google Scholar]
  7. Andalusian Department of Education
    Andalusian Department of Education (2017) Acuerdo de 24 de enero de 2017. BOJA, 241, 10–57.
     [Google Scholar]
  8. Anghel, B., Cabrales, A., & Carro, J. M.
    (2016) Evaluating a bilingual education programme in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202–1223. 10.1111/ecin.12305
     https://doi.org/10.1111/ecin.12305 [Google Scholar]
  9. Barrios, E., & Milla Lara, M. D.
    (2018) CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60–80. 10.1080/09571736.2018.1544269
     https://doi.org/10.1080/09571736.2018.1544269 [Google Scholar]
  10. Bourdieu, P.
    (1986) The forms of capital. InJ. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp.241–258). Greenwood Press
     [Google Scholar]
  11. Brindusa, A., Cabrales, A., & Carro, J.
    (2012) Evaluating a bilingual education programme in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 1202–1223. 10.1111/ecin.12305
     https://doi.org/10.1111/ecin.12305 [Google Scholar]
  12. Bruton, A.
    (2011) Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523–532. 10.1016/j.system.2011.08.002
     https://doi.org/10.1016/j.system.2011.08.002 [Google Scholar]
  13. Cabezuelo Gutiérrez, P., & Fernández Fernández, R.
    (2014) A case study on teacher training needs in the Madrid bilingual project. Latin American Journal of Content and Language Integrated Learning, 7(2), 50–70. 10.5294/laclil.2014.7.2.3
     https://doi.org/10.5294/laclil.2014.7.2.3 [Google Scholar]
  14. Cenoz, J.
    (2009) Towards multilingual education: Basque educational research from an international perspective. Multilingual Matters. 10.21832/9781847691941
     https://doi.org/10.21832/9781847691941 [Google Scholar]
  15. Cummins, J.
    (1984) Bilingual education and special education: Issues in assessment and pedagogy. College Hill.
     [Google Scholar]
  16. (2019) Should schools undermine or sustain multilingualism? An analysis of theory, research, and pedagogical practice. Sustainable Multilingualism, 15(1) 1–26. 10.2478/sm‑2019‑0011
     https://doi.org/10.2478/sm-2019-0011 [Google Scholar]
  17. Dickens, C.
    (1859) A tale of two cities. Project Gutenberg. Retrieved on20 February 2023 from https://www.gutenberg.org/files/98/old/2city12p.pdf
  18. Dobson, A., Pérez Murillo, M. D., & Johnstone, R.
    (2010) Programa de educación bilingüe en España: Informe de la evaluación. British Council & Ministerio de Educación.
     [Google Scholar]
  19. Durrant, P., Brenchley, M., & McCallum, L.
    (2021) Understanding development and proficiency in writing: Quantitative corpus linguistic approaches. Cambridge University Press. 10.1017/9781108770101
     https://doi.org/10.1017/9781108770101 [Google Scholar]
  20. European Commission
    European Commission (2019) Foreign language skills statistics. Eurostat Statistics Explained. Retrieved on20 February 2023 from https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Foreign_language_skills_statistics
     [Google Scholar]
  21. Fernández, R., & Halbach, A.
    (2011) Analysing the situation of teachers in the Madrid bilingual project after four years of implementation. InY. Ruiz de Zarobe, J. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning (pp.241–270). Peter Lang.
     [Google Scholar]
  22. Fernández-Agüero, M., & Hidalgo-McCabe, E.
    (2020) CLIL Students’ affectivity in the transition between education levels: The effect of streaming at the beginning of secondary education. Journal of Language, Identity & Education, 21(6), 363–377. 10.1080/15348458.2020.1795864
     https://doi.org/10.1080/15348458.2020.1795864 [Google Scholar]
  23. Gerena, L., & Ramírez-Verdugo, M. D.
    (2014) Analyzing bilingual teaching and learning in Madrid, Spain: A Fulbright Scholar Collaborative Research Project. Gist Education and Learning Research Journal, 81, 118–136. 10.26817/16925777.117
     https://doi.org/10.26817/16925777.117 [Google Scholar]
  24. Granados, A., & Lorenzo, F.
    (2021) English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus. Revista Signos, 54(106), 626–644. 10.4067/S0718‑09342021000200626
     https://doi.org/10.4067/S0718-09342021000200626 [Google Scholar]
  25. Granados, A., López-Jiménez, M. D. & Lorenzo, F.
    (2022) A longitudinal study of L2 historical writing: lexical richness and writing proficiency in Content and Language Integrated Learning. Ibérica, 431, 129–154. 10.17398/2340‑2784.43.129
     https://doi.org/10.17398/2340-2784.43.129 [Google Scholar]
  26. Granados, A., Lorenzo-Espejo, A., & Lorenzo, F.
    (2021) Evidence for the interdependence hypothesis: A longitudinal study of biliteracy development in a CLIL/bilingual setting. International Journal of Bilingual Education and Bilingualism, 25(8), 3005–3021. 10.1080/13670050.2021.2001428
     https://doi.org/10.1080/13670050.2021.2001428 [Google Scholar]
  27. Granados, A., Lorenzo-Espejo, A. & Lorenzo, F.
    (2023) A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school. Language and Education, 37(3), 288–307. 10.1080/09500782.2022.2079951
     https://doi.org/10.1080/09500782.2022.2079951 [Google Scholar]
  28. Halbach, A., & Iwaniec, J.
    (2020) Responsible, competent and with a sense of belonging: An explanation for the purported levelling effect of CLIL. International Journal of Bilingual Education and Bilingualism, 25(5), 1609–1623. 10.1080/13670050.2020.1786496
     https://doi.org/10.1080/13670050.2020.1786496 [Google Scholar]
  29. Hidalgo-McCabe, E., & Fernández-González, N.
    (2019) Framing “choice” in language education: The case of freedom in constructing inequality. InL. Martín-Rojo & A. Del Percio (Eds.), Language and Neoliberal Governmentality (pp.69–90). Routledge. 10.4324/9780429286711‑4
     https://doi.org/10.4324/9780429286711-4 [Google Scholar]
  30. Hornberger, N. H.
    (2004) The continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2), 155–171. 10.1080/13670050408667806
     https://doi.org/10.1080/13670050408667806 [Google Scholar]
  31. Hughes, S., & Madrid, D.
    (2019) The effects of CLIL on content knowledge in monolingual contexts. The Language Learning Journal, 48(1), 48–59. 10.1080/09571736.2019.1671483
     https://doi.org/10.1080/09571736.2019.1671483 [Google Scholar]
  32. Llinares, A., & Evnitskaya, N.
    (2021) Classroom interaction in CLIL programmes: Offering opportunities or fostering inequalities?TESOL Quarterly, 55(2), 366–397. 10.1002/tesq.607
     https://doi.org/10.1002/tesq.607 [Google Scholar]
  33. Lorenzo, F.
    (2023) Academic language as linguistic capital – A window to social justice: A commentary on “midadolescents’ language learning at school: Toward more just and scientifically rigorous practices in research and education. Language Learning. 10.1111/lang.12560
     https://doi.org/10.1111/lang.12560 [Google Scholar]
  34. Lorenzo, F., Casal, S., & Moore, P.
    (2010) The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), 418–442. 10.1093/applin/amp041
     https://doi.org/10.1093/applin/amp041 [Google Scholar]
  35. Lorenzo, F., & Granados, A.
    (2020) One generation after the bilingual turn: Results from a large-scale CLIL teachers’ survey. Estudios de Lingüística Inglesa Aplicada, 201, 77–101. 10.12795/elia.2020.i20.04
     https://doi.org/10.12795/elia.2020.i20.04 [Google Scholar]
  36. Lorenzo, F., Granados, A., & Ávila, I.
    (2019) The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes, 411, 100767. 10.1016/j.jeap.2019.06.010
     https://doi.org/10.1016/j.jeap.2019.06.010 [Google Scholar]
  37. Lorenzo, F., Granados, A., & Rico, N.
    (2021) Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393–413. 10.1093/applin/amaa037
     https://doi.org/10.1093/applin/amaa037 [Google Scholar]
  38. Madrid Department of Education
    Madrid Department of Education (2010) Los programas de enseñanza bilingüe de la comunidad de Madrid. Un estudio comparado. Madrid: Consejería de Educación.
     [Google Scholar]
  39. Madrid Department of Education
    Madrid Department of Education (2011) Orden 2462–01/2011 de 16 de junio. BOCM, 1601, 18–38.
     [Google Scholar]
  40. Madrid Department of Education
    Madrid Department of Education (2013) Resolución de 31 de julio de 2013. BOCM, 2061, 131–132.
     [Google Scholar]
  41. Madrid Department of Education
    Madrid Department of Education (2016) Language assistant handbook school year 2015–16. Consejería de Educación.
     [Google Scholar]
  42. Madrid Department of Education
    Madrid Department of Education (2017) Orden 972/2017, de 7 de abril. BOCM, 991, 102–108.
     [Google Scholar]
  43. Madrid Department of Education
    Madrid Department of Education (2018) Informe sobre la evaluación del programa de enseñanza bilingüe de la comunidad de Madrid. Consejería de Educación.
     [Google Scholar]
  44. Madrid Department of Education
    Madrid Department of Education (2022) El programa bilingüe de la comunidad de Madrid. Retrieved on20 February 2023 from from https://www.comunidad.madrid/inversion/madrid/educacion-bilingue
     [Google Scholar]
  45. Madrid, D., & Barrios, E.
    (2018) A comparison of students’ educational achievement across programmes and school types with and without CLIL provision. Porta Linguarum, 291, 29–50.
     [Google Scholar]
  46. Madrid, D., & Hughes, S.
    (2011) Introduction to bilingual and plurilingual education. InMadrid, D. & S. Hughes (Eds.), Studies in bilingual education (pp.17–50). Peter Lang. 10.3726/978‑3‑0351‑0237‑6
     https://doi.org/10.3726/978-3-0351-0237-6 [Google Scholar]
  47. Merton, R. K.
    (1968) The Matthew effect in science. Science, 159(3810), 56–63. 10.1126/science.159.3810.56
     https://doi.org/10.1126/science.159.3810.56 [Google Scholar]
  48. Milla Lara, M. D., & Casas Pedrosa, A. V.
    (2018) Teacher perspectives on CLIL implementation: A within-group comparison of key variables. Porta Linguarum, 291, 159–180. 10.30827/Digibug.54032
     https://doi.org/10.30827/Digibug.54032 [Google Scholar]
  49. Navarro-Pablo, M., & García-Jiménez, E.
    (2018) Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment. Porta Linguarum, 291, 719–90. 10.30827/Digibug.54023
     https://doi.org/10.30827/Digibug.54023 [Google Scholar]
  50. Navarro-Pablo, M., & López Gándara, Y.
    (2019) The effects of CLIL on L1 competence development in monolingual contexts. The Language Learning Journal, 48(1), 18–35. 10.1080/09571736.2019.1656764
     https://doi.org/10.1080/09571736.2019.1656764 [Google Scholar]
  51. NIV
    NIV (1978) The Bible, New International Version. Biblica. Retrieved on20 February 2023 from https://www.biblica.com
     [Google Scholar]
  52. Pavón, V.
    (2018) Learning outcomes in CLIL programmes: A comparison of results between urban and rural environments. Porta Linguarum, 291, 9–28.
     [Google Scholar]
  53. Pavón, V., Lancaster, N., & Bretones, C.
    (2019) Keys issues in developing teachers’ competences for CLIL in Andalusia: Training, mobility and coordination. The Language Learning Journal, 48(1), 81–98. 10.1080/09571736.2019.1642940
     https://doi.org/10.1080/09571736.2019.1642940 [Google Scholar]
  54. Pérez Cañado, M. L.
    (2018) The evolution of bilingual education in monolingual contexts: An Andalusian case study. InP. Romanowski & M. Jedynak (Ed.), Current research in bilingualism and bilingual education (pp.207–241). Springer. 10.1007/978‑3‑319‑92396‑3_12
     https://doi.org/10.1007/978-3-319-92396-3_12 [Google Scholar]
  55. (2019) CLIL and elitism: myth or reality?The Language Learning Journal, 48(1), 4–17. 10.1080/09571736.2019.1645872
     https://doi.org/10.1080/09571736.2019.1645872 [Google Scholar]
  56. Pérez, A., Lorenzo, F., & Pavón, V.
    (2016) European bilingual models beyond lingua franca. Key findings from CLIL French programs. Language Policy, 15(4), 485–504. 10.1007/s10993‑015‑9386‑7
     https://doi.org/10.1007/s10993-015-9386-7 [Google Scholar]
  57. Ráez-Padilla, J.
    (2018) Parent perspectives on CLIL implementation: Which variables make a difference?Porta Linguarum, 291, 181–196. 10.30827/Digibug.54033
     https://doi.org/10.30827/Digibug.54033 [Google Scholar]
  58. Rascón, D., & Bretones, C. M.
    (2018) Socioeconomic status and its impact on language and content attainment in CLIL contexts. Porta Linguarum, 291, 115–135. 10.30827/Digibug.54025
     https://doi.org/10.30827/Digibug.54025 [Google Scholar]
  59. Rascón, D., & Casas, V.
    (2021) Characterising representative CLIL practices: An Andalusian case study. InM. L. Pérez Cañado (Ed.), Content and language integrated learning in monolingual settings: New insights from the Spanish context (pp.9–30). Springer. 10.1007/978‑3‑030‑68329‑0_2
     https://doi.org/10.1007/978-3-030-68329-0_2 [Google Scholar]
  60. Schleicher, A.
    (2018) PISA 2018. Insights and interpretations. OECD Publishing.
     [Google Scholar]
  61. Shepherd, E., & Ainsworth, V.
    (2017) English impact: An evaluation of English language capability. British Council.
     [Google Scholar]
  62. Spanish Statistical Office
    Spanish Statistical Office (2021) Contabilidad regional de España. Revisión estadística 2019. Gabinete de prensa. Retrieved on20 February 2023 from https://www.ine.es/prensa/cre_2020.pdf
  63. Wolf, M.
    (2008) Proust and the squid: The story and science of the reading brain. Harper Perennial.
     [Google Scholar]
  64. Woore, R.
    (2015) Madrid, a bilingual community: A view from the classroom. Oxford: Centre for Research and Development on EMI.
     [Google Scholar]
/content/journals/10.1075/aila.22019.gra
Loading
A tale of two cities
AILA Review 35, 203 (2022); https://doi.org/10.1075/aila.22019.gra
/content/journals/10.1075/aila.22019.gra
/content/journals/10.1075/aila.22019.gra
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): CLIL; equity; language distribution; language planning; social justice

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error