RT Journal Article
T1 Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe
A1 Lorenzo Bergillos, Francisco
A1 Granados Navarro, Adrián
A1 Rico, Nuria
K1 Equity
K1 Bilingual education
K1 CLIL
K1 Socioeconomic status
K1 European language planning
K1 European language policies.
AB Previous research has raised concerns that equity may be compromised in content and language integrated learning (CLIL) education, creating schisms in otherwise fairly egalitarian education systems. In Andalusia (southern Spain), where bilingual education has expanded, this article aims to analyze the difference between CLIL bilingual education and traditional monolingual education in terms of student equity indicators.A sample of over 3,800 students representing the four socioeconomic status (SES) levels (SES 1–4), selected by stratified random sampling, was analyzed with correlational statistics to determine their performance levels at CLIL and non-CLIL schools, according to their competence in Spanish L1, English L2, and history. Results point to certain egalitarian effects of CLIL education: while a staircase pattern is constantly present in the performance of non-CLIL students (with those from higher social classes obtaining better results), all CLIL students seem to obtain equally high results regardless of their SES.
PB Oxford University Press
YR 2021
FD 2021-06
LK https://hdl.handle.net/10433/20445
UL https://hdl.handle.net/10433/20445
LA en
NO Applied Linguistics, 42(3), pp. 393-413.
NO Departamento de Filología y Traducción de la Universidad Pablo de Olavide
DS RIO
RD May 9, 2026