Do CLIL programmes help to balance out gender differences in content and language achievement?

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2021-06-15 DOI:10.1080/07908318.2021.1942033

Juan de Dios Martínez Agudo

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引用次数: 2

Abstract

ABSTRACT Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224), this study aims to investigate the impact of CLIL programmes on gender-related differences in language and content achievement at the end of primary and compulsory secondary education. In line with previous investigations reporting a levelling effect of CLIL programmes on gender differences, this study seeks to show whether bilingual programmes may help to balance out gender differences in CLIL learning outcomes and whether the gender gap may vary across educational levels. To that end, discriminant and factor analyses were performed with the experimental (EFL + CLIL exposure) and control (EFL-only exposure) groups. The main finding was that the gender gap in CLIL learning outcomes is cancelled out, which could be ascribed to the hypothesised levelling effect of CLIL on gender differences in learning outcomes.

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CLIL课程是否有助于平衡内容和语言成就方面的性别差异?

由于在内容和语言综合学习(CLIL)研究议程中，个体变量与学习结果的相互作用相对被忽视(Doiz, A.， Lasagabaster, D.， & Sierra, J. M.(2014)。CLIL与动机:个体变量与情境变量的影响。《语言学习杂志》，42(2)，209-224)，本研究旨在调查CLIL课程对小学和义务中等教育结束时语言和内容成就的性别差异的影响。与之前报告CLIL课程对性别差异的平衡效应的调查一致，本研究旨在表明双语课程是否有助于平衡CLIL学习结果的性别差异，以及性别差距是否会在不同的教育水平上有所不同。为此，对实验组(EFL + CLIL暴露)和对照组(仅EFL暴露)进行了判别和因素分析。主要发现是CLIL学习结果的性别差异被抵消，这可以归因于假设的CLIL对学习结果性别差异的平衡效应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.