Cover not available

Article published In: (In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 203–226

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

A tale of two cities

The ideological debate on equity in bilingual schooling

ORCiD logo with link | Universidad Pablo de Olavide
 | Universidad Pablo de Olavide
Published online: 30 June 2023
DOI logo with link
https://doi.org/10.1075/aila.22019.gra
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.
Article outline
  • 1.Introduction
  • 2.Research context
    • CLIL in Madrid
    • CLIL in Andalusia
  • 3.Research design and methodology
    • Research questions
    • Methodology
  • 4.Results
    • CLIL introduction and development
      • CLIL introduction and development in Madrid
      • CLIL introduction and development in Andalusia
    • Pupil selection
      • Pupil selection in Madrid
      • Pupil selection in Andalusia
    • Teacher training and compensation
      • Teacher training and compensation in Madrid
      • Teacher training and compensation in Andalusia
    • Inclusion of other languages
      • Inclusion of other languages in Madrid
      • Inclusion of other languages in Andalusia
  • 5.Discussion
    • Language continuum
    • Language capital
    • Language poverty
    • Language description
  • 6.Conclusion
  • Notes
  • References
References (64)
References
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 logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Andalusian Department of Education. (2005). Acuerdo de 22 de marzo de 2005. BOJA, 651, 8–39.Google Scholar logo with link to Google Scholar
. (2006). Resolución de 18 de julio de 2006. BOJA, 1561, 1–16.Google Scholar logo with link to Google Scholar
. (2011a). Orden de 28 de junio de 2011. BOJA, 1351, 6–19.Google Scholar logo with link to Google Scholar
. (2011b). Orden de 29 de junio de 2011. BOJA, 1351, 20–23.Google Scholar logo with link to Google Scholar
. (2017). Acuerdo de 24 de enero de 2017. BOJA, 241, 10–57.Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood PressGoogle Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523–532. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Cenoz, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Multilingual Matters. Google Scholar logo with link to Google Scholar
Cummins, J. (1984). Bilingual education and special education: Issues in assessment and pedagogy. College Hill.Google Scholar logo with link to Google Scholar
(2019). Should schools undermine or sustain multilingualism? An analysis of theory, research, and pedagogical practice. Sustainable Multilingualism, 15(1) 1–26. Google Scholar logo with link to Google Scholar
Dickens, C. (1859). A tale of two cities. Project Gutenberg. Retrieved on 20 February 2023 from [URL]
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 logo with link to Google Scholar
Durrant, P., Brenchley, M., & McCallum, L. (2021). Understanding development and proficiency in writing: Quantitative corpus linguistic approaches. Cambridge University Press. Google Scholar logo with link to Google Scholar
European Commission. (2019). Foreign language skills statistics. Eurostat Statistics Explained. Retrieved on 20 February 2023 from [URL]
Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the Madrid bilingual project after four years of implementation. In Y. Ruiz de Zarobe, J. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning (pp. 241–270). Peter Lang.Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Hidalgo-McCabe, E., & Fernández-González, N. (2019). Framing “choice” in language education: The case of freedom in constructing inequality. In L. Martín-Rojo & A. Del Percio (Eds.), Language and Neoliberal Governmentality (pp. 69–90). Routledge. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Hughes, S., & Madrid, D. (2019). The effects of CLIL on content knowledge in monolingual contexts. The Language Learning Journal, 48(1), 48–59. Google Scholar logo with link to Google Scholar
Llinares, A., & Evnitskaya, N. (2021). Classroom interaction in CLIL programmes: Offering opportunities or fostering inequalities? TESOL Quarterly, 55(2), 366–397. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Madrid Department of Education. (2010). Los programas de enseñanza bilingüe de la comunidad de Madrid. Un estudio comparado. Madrid: Consejería de Educación.Google Scholar logo with link to Google Scholar
. (2011). Orden 2462–01/2011 de 16 de junio. BOCM, 1601, 18–38.Google Scholar logo with link to Google Scholar
. (2013). Resolución de 31 de julio de 2013. BOCM, 2061, 131–132.Google Scholar logo with link to Google Scholar
. (2016). Language assistant handbook school year 2015–16. Consejería de Educación.Google Scholar logo with link to Google Scholar
. (2017). Orden 972/2017, de 7 de abril. BOCM, 991, 102–108.Google Scholar logo with link to Google Scholar
. (2018). Informe sobre la evaluación del programa de enseñanza bilingüe de la comunidad de Madrid. Consejería de Educación.Google Scholar logo with link to Google Scholar
. (2022). El programa bilingüe de la comunidad de Madrid. Retrieved on 20 February 2023 from from [URL]
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 logo with link to Google Scholar
Madrid, D., & Hughes, S. (2011). Introduction to bilingual and plurilingual education. In Madrid, D. & S. Hughes (Eds.), Studies in bilingual education (pp. 17–50). Peter Lang. Google Scholar logo with link to Google Scholar
Merton, R. K. (1968). The Matthew effect in science. Science, 159(3810), 56–63. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
NIV (1978). The Bible, New International Version. Biblica. Retrieved on 20 February 2023 from [URL]
Pavón, V. (2018). Learning outcomes in CLIL programmes: A comparison of results between urban and rural environments. Porta Linguarum, 291, 9–28.Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Pérez Cañado, M. L. (2018). The evolution of bilingual education in monolingual contexts: An Andalusian case study. In P. Romanowski & M. Jedynak (Ed.), Current research in bilingualism and bilingual education (pp. 207–241). Springer. Google Scholar logo with link to Google Scholar
(2019). CLIL and elitism: myth or reality? The Language Learning Journal, 48(1), 4–17. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Ráez-Padilla, J. (2018). Parent perspectives on CLIL implementation: Which variables make a difference? Porta Linguarum, 291, 181–196. Google Scholar logo with link to Google Scholar
Rascón, D., & Bretones, C. M. (2018). Socioeconomic status and its impact on language and content attainment in CLIL contexts. Porta Linguarum, 291, 115–135. Google Scholar logo with link to Google Scholar
Rascón, D., & Casas, V. (2021). Characterising representative CLIL practices: An Andalusian case study. In M. L. Pérez Cañado (Ed.), Content and language integrated learning in monolingual settings: New insights from the Spanish context (pp. 9–30). Springer. Google Scholar logo with link to Google Scholar
Schleicher, A. (2018). PISA 2018. Insights and interpretations. OECD Publishing.Google Scholar logo with link to Google Scholar
Shepherd, E., & Ainsworth, V. (2017). English impact: An evaluation of English language capability. British Council.Google Scholar logo with link to Google Scholar
Spanish Statistical Office. (2021). Contabilidad regional de España. Revisión estadística 2019. Gabinete de prensa. Retrieved on 20 February 2023 from [URL]
Wolf, M. (2008). Proust and the squid: The story and science of the reading brain. Harper Perennial.Google Scholar logo with link to Google Scholar
Woore, R. (2015). Madrid, a bilingual community: A view from the classroom. Oxford: Centre for Research and Development on EMI.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue