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Article published In: (In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 250–274

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Language testing and the role of CLIL exposure in constructing student profiles

Stakeholders’ views on streaming in the transition from primary to secondary education

ORCiD logo with link | Universidad Complutense de Madrid
Published online: 30 June 2023
DOI logo with link
https://doi.org/10.1075/aila.22021.hid
Abstract
This study examines stakeholders’ views on the streaming of students into one of two strands of differing CLIL exposure (High versus Low) in the transition from primary to secondary in the context of Madrid’s Bilingual Education Program. To this end, three groups of stakeholders – primary school leaders, parents and secondary school teachers – were interviewed so as to gather their perspectives on streaming as pertains to: (1) a high-stakes English language test that determines access to the High- and Low-Exposure strands; and (2) the profiles of students participating in these strands. Findings indicate that school leaders prioritise students’ ongoing language learning progress over the high-stakes context of the test, whilst they acknowledge families’ favourable views of the test. Parents’ affective stances reveal that some students experience a certain degree of anxiety in preparation for the test. In addition, participating in the High- or Low-Exposure strands seems to influence teachers’ perceptions of these students as either high or low achievers. These findings are further discussed in terms of the potential implications of streaming and student selection for (in)equity in CLIL programs.
Article outline
  • 1.Introduction
  • 2.Streaming in Madrid’s BEP
  • 3.Streaming in CLIL
  • 4.The study
  • 5.Research context and participants
  • 6.Research procedure
  • 7.Data analysis
    • 7.1Counterposing views on the KET/PET
    • 7.2Parents’ affective stances on the KET/PET
    • 7.3Representations of the HE and LE students
  • 8.Discussion and conclusions
  • Notes
  • References
References (38)
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