Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups

Forrest Leah Tompkins
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引用次数: 4

Abstract

Content and Language Integrated Learning (CLIL) programs are often praised for bringing equity to foreign language learning (e.g., Lorenzo et al., 2020). However, streaming processes, such as those of the Community of Madrid Bilingual Program, may reinforce social inequalities among students (e.g., Llinares & Evnitskaya, 2020). In line with recent research comparing CLIL students’ affective factors in high exposure (HE) and low exposure (LE) tracks (e.g., Fernández-Agüero & Hidalgo-McCabe, 2020), the present study examines potential differences in the socioeconomic status (SES), CLIL motivation and exposure to English of HE and LE students at a bilingual (Spanish/English) secondary school in a low SES town in Madrid. A questionnaire measuring cultural and economic capital, CLIL motivation, and teachers’ use of English was administered to a sample of LE and all HE students in year 10. Results show that the students of lowest and highest SES were concentrated in LE and HE tracks, respectively. In the LE track, CLIL and English teachers used English less frequently, and students exhibited lower intrinsic motivation. For students with lower English proficiency (often of lower SES), access to the cultural and economic capital afforded by knowledge of English may be constrained by fewer meaningful learning opportunities.
社会经济地位、英语暴露与低暴露组的外语学习动机
内容和语言综合学习(CLIL)项目经常被称赞为外语学习带来了公平性(例如,Lorenzo等人,2020)。然而,像马德里双语社区项目这样的流媒体过程可能会加剧学生之间的社会不平等(例如,Llinares & Evnitskaya, 2020)。最近的研究比较了高接触(HE)和低接触(LE)的CLIL学生的情感因素(例如Fernández-Agüero和Hidalgo-McCabe, 2020),本研究考察了马德里一个低SES城镇的双语(西班牙语/英语)中学的HE和LE学生在社会经济地位(SES)、CLIL动机和英语接触方面的潜在差异。本研究采用问卷调查的方法,测量了文化和经济资本、CLIL动机和教师使用英语的情况。结果表明,社会经济地位最低和最高的学生分别集中在低年级和高年级。在英语学习轨道上,CLIL和英语教师使用英语的频率较低,学生表现出较低的内在动机。对于英语水平较低的学生(通常是社会经济地位较低的学生),获得英语知识所提供的文化和经济资本可能会受到较少有意义的学习机会的限制。
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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16 weeks
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