Résumé
| langue originale | Anglais |
|---|---|
| journal | Language, Culture and Curriculum |
| Date de mise en ligne précoce | 2019 |
| Les DOIs | |
| état | Publié - 1 janv. 2019 |
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CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium. / Van Mensel, Luk; Galand, Benoît; Hiligsmann, Philippe; Mettewie, Laurence.
Dans: Language, Culture and Curriculum, 01.01.2019.Résultats de recherche: Contribution à un journal/une revue › Article
TY - JOUR
T1 - CLIL, an elitist language learning approach?
T2 - A background analysis of English and Dutch CLIL pupils in French-speaking Belgium.
AU - Van Mensel, Luk
AU - Galand, Benoît
AU - Hiligsmann, Philippe
AU - Mettewie, Laurence
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Content and language integrated learning (CLIL) programmes are increasingly popular throughout Europe, but are sometimes accused of inducing a selection bias in the pupil population, both through selection mechanisms of the schools themselves and self- selection of the pupils (and/or their parents). As a result, the outcomes of the CLIL approach may be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist education model, which arguably runs counter to the aims of the approach. This paper looks into a number of background variables of both English and Dutch CLIL learners in Francophone Belgium and compares them to their non-CLIL counterparts. Results from a logistic regression indicate that there is indeed evidence of selection: the socio-economic status of the pupils appears as the main predictor of whether a pupil is in a CLIL or a non-CLIL track, whereas other, more personal, variables such as non-verbal intelligence play a minor (or additional) role. Moreover, Dutch CLIL programmes appear to be more selective than English CLIL programmes in this context. We conclude that CLIL (and particularly Dutch CLIL) in French-speaking Belgium, although a priori open to anyone, is particularly attractive to a socially privileged public.
AB - Content and language integrated learning (CLIL) programmes are increasingly popular throughout Europe, but are sometimes accused of inducing a selection bias in the pupil population, both through selection mechanisms of the schools themselves and self- selection of the pupils (and/or their parents). As a result, the outcomes of the CLIL approach may be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist education model, which arguably runs counter to the aims of the approach. This paper looks into a number of background variables of both English and Dutch CLIL learners in Francophone Belgium and compares them to their non-CLIL counterparts. Results from a logistic regression indicate that there is indeed evidence of selection: the socio-economic status of the pupils appears as the main predictor of whether a pupil is in a CLIL or a non-CLIL track, whereas other, more personal, variables such as non-verbal intelligence play a minor (or additional) role. Moreover, Dutch CLIL programmes appear to be more selective than English CLIL programmes in this context. We conclude that CLIL (and particularly Dutch CLIL) in French-speaking Belgium, although a priori open to anyone, is particularly attractive to a socially privileged public.
KW - CLIL
KW - Belgium
KW - foreign language learning
KW - selection
UR - http://www.scopus.com/inward/record.url?scp=85061031946&partnerID=8YFLogxK
U2 - DOI: 10.1080/07908318.2019.1571078
DO - DOI: 10.1080/07908318.2019.1571078
M3 - Article
JO - Language, Culture and Curriculum
JF - Language, Culture and Curriculum
SN - 1747-7573
ER -