Defensa TFG

Why Bilingual Education Is Not Dead: A Systematic Review

TFG

Sara García Serra

Dra. Inmaculada Senra Silva

11th September 2024

Grado en Estudios Ingleses: Lengua, Literatura y Cultura

Abstract

• CLIL's implementation in Spain's BSE
• Academic performance and critical thinking
• PRISMA guidelines
• Key Findings
• Challenges identified

CLIL’s impact hinges on quality teacher training and rigorous assessment to unlock its full potential.

Info

Keywords:

CLIL, implementation quality, teacher training, academic performance, critical thinking

Index

6.

1.

Discussion

Introduction

Research Questions, Hypothesis and Objectives

2.

7.

Conclusions

3.

8.

Bibliography

Theoretical Background

4.

9.

Methodology and Source Collection

Figures and Tables

5.

10.

Annexes

Findings

1. Introduction

Language is a necessity and it is inextricably interconnected with society

• Foucault (1980), Fairclough (1989), Gumperz (1982), Schiffrin (1994)
• Sociolinguistics
• 1995's White Paper on Education and Training

1. Introduction

Bilingual Education under scrutiny, a 'sloppy job' for some and a formative 'plus' for others

• Bilingualism
• Communication

- Martín (2021)

Public schools abandoning bilingualism: 'It's a deception, children neither learn English nor the subjects

Ayuso activates the reversal of bilingualism in Madrid

- Menárguez (2021)

- Mateo (2024)

2. Objectives and Research Questions

Objectives

Research Questions

Problem: the effectivity of CLIL's implementation in CSE in Spain What I wanted: a solution, an answer, understanding

• To analyze the existing literature review of CLIL’s methodology in CSE in Spain, with respect to the teachers’ training.
• To analyze the relationship between critical thinking and CLIL.
• To find which are the main problems in CLIL’s implementation

+ info

Initial Hypothesis

CLIL is an effective methodology which fosters critical thinking, but it encounters two main problems: inadequate teacher training and an incorrect selection of how to evaluate students, i.e., through portfolios, written exams, oral presentations, etc.

3. Theoretical Background

CLIL Methodology

Bilingual Education in Spain

• Language of learning, for learning and through learning.
• First the content, then the language.
• 4Cs: communication, cognition, culture and content.
• Evolution of the educational systems: grammar-translation, direct method.
• Communicative approach.
• 8 EC competences: school subjects and lifelong or personal growth competences.
• Critical thinking: definition, Bloom, revision of Bloom's Taxonomy, HOTS and LOTS

• CLIL is one of the multiple ways of implementing BEP.
• Since 1996.
• Development in the 2000s.
• 89% choose English as the SL.
• 10 AACC follow the BEP, but others have other forms of BE, such as Andalusia.
• Since 2009, 21 000 more students

4. Methodology

Replicable steps

Databases PICOS approach. Search string Inclusion criteria PRISMA flowcharts

PRISMA Guidelines

One of the most important parts. Reproduceable. Minimize risk of bias. Reliable conclusions. Liberati et al. (2009); Moher et al. (2009)

Research Gate Database

Google Scholar Database

Dialnet Database

Covidence

5. Findings

CLIL offers potential benefits. However, there are singificant challenges and areas needing improvement

Summary of Retrieved Articles on CLIL Focused on its Implementation

Summary of Retrieved Articles on CLIL Focused on Teachers

Summary of Retrieved Articles on CLIL Focused on Students

Study, Participant Types and Main Findings in Retrieved Articles

6. Discussion

2 & 3. Are there limitations in CLIL’s implementation regarding teacher training in articles analyzing students’ academic performance and critical thinking in compulsory secondary education in Spain since 2010? If there are limitations in CLIL’s implementation regarding teacher training, how do they affect their academic performance and critical thinking?

1.a. What is the impact of CLIL’s methodology on students’ academic performance?

1.b. What is the impact of CLIL's methodology on students' critical thinking?

Discusión

Discusión

Discusión

7. Conclusions

Part of initial hypothesis proven

75%

In Spain, CLIL is an effective methodology which fosters critical thinking, but it encounters two main problems: inadequate teacher training and an incorrect selection of how to evaluate students.

Secondary objective 2

Secondary objective 1

Main objective

Find which are the main problems in CLIL's implementation

Analyse the relationship between critical thinking and CLIL

Analyse the existing literature review of CLIL's methodology in CSE in Spain, with respect to the teachers' training.

7. Bibliography

• Allwright, D. (1979). Language learning through communication practice. In C. Brumfit, & K. Johnson, The Communicative Approach to Language Teaching (pp. 160-166). Oxford University Press.
• Anderson, L., & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Abridged Edition.
• Baker, C., & Jones, S. P. (1998). Encyclopedia of Bilingualism and Bilingual Education. Multilingual Matters.
• Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of Educational Objectives. Longmans.
• Boletín Oficial de la Junta de Andalucía (2005, April 5th). Junta de Andalucía. Retrieved from Boletín Oficial de la Junta de Andalucía – Histórico del BOJA: https://www.juntadeandalucia.es/boja/2005/65/5
• Bower, K., Cross, R., Coyle D., Chambers, G. N. (2020). Curriculum Integrated Language Teaching. Cambridge University Press

Bibliography

7. Bibliography

• British Council (2020). El Ministerio de Educación y Formación Profesional y el British Council renuevan su colaboración en el Programa Educativo Bilingüe puesto en marcha en 1996. Retrieved from: https://www.britishcouncil.es/sobre-nosotros/prensa/ministerio-educacion-british-council-programa-bilingue
• Bruton, A. (2011a). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523-532.
• Bruton, A. (2011b). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics 32, 236-241.
• Bruton, A. (2013). CLIL: Some of the reasons why… and why not. System, 41(3), 587-597.
• Cambronero, D. (2021, October 5th). Hasta 90 de los 613 proyectos bilingües de la región van a abandonar este modelo. El Diario. Retrieved from https://www.eldiario.es/castilla-la-mancha/90-613-proyectos-bilingues-region-abandonar-modelo_1_8367836.html
• Campo, S. G. (2023, December 9th). El bilingüismo se estanca en Castilla y León tras 5 años de freno en la adscripción de centros. Diario de Castilla y León. Retrieved from https://www.diariodecastillayleon.es/castilla-y-leon/231209/11445/bilinguismo-estanca-castilla-leon-5-anos-freno-adscripcion-centros.html#:~:text=C%C3%A1rcel%20de%20Due%C3%B1as-,El%20biling%C3%BCismo%20se%20estanca%20en%20Castilla%20y%20Le%C3%B3n%20tras%2

7. Bibliography

• Chomsky, N. (1959). A Review of B. F. Skinner's Verbal Behavior. In L. A. Jakobovits, & M. S. Miron, Readings in the Psychology of Language (pp. 48-63). Prentice Hall.
• CIEB (2024). X Congreso Internacional de Enseñanza Bilingüe en Centros Educativos. Retrieved from: https://cieb.es/presentacion/
• Council of the European Union (1995, August 12th). Publications Office of the European Union. Retrieved from Council Resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:31995Y0812(01)
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
• Dörnyei, Z. (2009). Communicative language teaching in the twenty-first century: the 'principled communicative approach', Perspectives XXXVI(2), 33-43.
• Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology . Pearson Longman.
• EB Asociación Enseñanza Bilingüe (n.d.) Presentación. Retrieved from: https://www.ebspain.es/index.php/ebspain/asociacion

7. Bibliography

• Ellis, R. (2014). Principles of instructed second language learning. In C.-M. e. al. (4th), Teaching English as a second foreign language (pp. 31-45). Heinle & Heinle Thomson Learning.
• Ericsson, K. A. (2008). Deliberate practice and acquisition of expert performance: a general overview. Academic Emergency Medicine, 15(11), 988-994. https://doi.org/10.1111/j.1553-2712.2008.00227.x
• Europaea, S. (2018). Key Competences for Lifelong Learning in the European Schools. Schola Europaea.
• European Commission. (1995, November 29th). White paper on education and training - Teaching and Learning - Towards the Learning Society. Retrieved from https://op.europa.eu/en/publication-detail/-/publication/d0a8aa7a-5311-4eee-904c-98fa541108d8/language-en
• Fairclough, N. (1989). Language and power. Longman Group.
• Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings 1972-1977. Pantheon Books.
• Gilbert, J. (2008). Teaching Pronunciation: Using the Prosody Pyramid. Cambridge University Press.
• Gisbert, X. (2024, February 22nd). La educación en Madrid. Dime de qué presumes... Magisterio. Retrieved from https://www.magisnet.com/2024/02/la-educacion-en-madrid-dime-de-que-presumes/

7. Bibliography

• Gómez-Parra, M. E., Huertas-Abril C. A., Espejo-Mohedano R., (2021) Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras, 35, 93-109
• Gumperz, J. J. (1982). Discourse Strategies (Studies in Interactional Sociolinguistics). Cambridge University Press.
• Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Longman.
• Harris, J. D., Quatman, C. E., Manring, M., Siston, R. A., & Flanigan, D. C. (2013, August 7th). How to Write a Systematic Review. The American Journal of Sports Medicine, 42(11).
• Hockly, N. (2012). Digital Literacies. ELT Journal, 66(1), 108-112.
• Hymes, D. H. (1971). On communicative competence. In J. Pride and J. Holmes(Eds.), Sociolinguistics (p. 269-293). Penguin.
• Lado, R. (1957). Linguistics Across Cultures: Applied Linguistics for Language. Teachers Univeristy of Michigan Press.
• Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., . . . Moher, D. (2009, July 21st). The PRISMA Statement for Reporting Systematic Reviews and Meta-Analysis of Studies That Evaluate Health Care Interventions: Explanation and Elaboration. PLoS Medicine, 6(7), 1-28.
• Lorenzo, F., Casal, S. & Moore, P. (2010) The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project. Applied Lingusitics 31(3), 418-442.

7. Bibliography

• Madrid, E. P. (2024, April 11th). La Comunidad dice que dar Historia en español en colegios bilingües ha dado respuesta a la preocupación por el nivel. Europa Press. Retrieved from https://www.europapress.es/madrid/noticia-comunidad-dice-dar-historia-espanol-colegios-bilingues-dado-respuesta-preocupacion-nivel-20240411135107.html#:~:text=El%20consejero%20de%20Educaci%C3%B3n%2C%20Ciencia,de%20la%20Historia%20o%20el
• Madrid, G. (2023, Novemebr 27th). El Programa Bilingüe de la Comunidad de Madrid «reduce la calidad del aprendizaje», según un estudio entre el profesorado. Gacetín Madrid. Retrieved from https://gacetinmadrid.com/2023/11/27/programa-bilingue-madrid-reduce-calidad-profesorado/
• Marsh, D. (2002). CLIL/EMILE. The European dimension. Actions, trends, and foresight potential. Jyväskylä: University of Jyväskylä
• Martín, J. (2021, September 4th). La enseñanza bilingüe, a examen: una ‘chapuza’ para unos y ‘plus’ formativo para otros. RTVE. Retrieved from https://www.rtve.es/noticias/20210904/colegios-bilingues-analisis-funcionamiento-expertos/2157041.shtml
• Mateo, J. J. (2024, February 10th). Ayuso activa la marcha atrás en el bilingüismo de la educación de Madrid. El País. Retrieved from https://elpais.com/espana/madrid/2024-02-10/ayuso-activa-la-marcha-atras-en-el-bilinguismo-de-la-educacion-de-madrid.html

7. Bibliography

• Menárguez, A. T. (2021, July 3rd). Colegios públicos que abandonan el bilingüismo: ‘Es un engaño, los niños ni aprenden inglés ni las materias’. El País. Retrieved from https://elpais.com/educacion/2021-07-03/colegios-publicos-que-abandonan-el-bilinguismo-es-un-engano-los-ninos-ni-aprenden-ingles-ni-las-materias.html#
• Meneses, N. (2024, January 12th). La educación bilingüe, una prioridad que no acaba de convencer. El País. Retrieved from https://elpais.com/economia/formacion/2024-01-12/la-educacion-bilingue-una-prioridad-que-no-acaba-de-convencer.html
• Ministerio de Educación, F. P. (n.d.). El programa. Retrieved from https://www.educacionfpydeportes.gob.es/mc/british-council/programa.html
• Ministerio de Educación, F. P. (2023). Las Cifras de la Educación en España. Estadísticas. Subdirección General de Estadística y Estudios
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009, July 21). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), 1.
• Oxbrow, G. L. (2018) Students’ Perspectives on CLIL Programme Development : A Quantitative Analysis. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras 29, 137-158.
• Pegrum, M., Hockly, N., & Dudeney, G. (2013). Digital Literacies. Routledge

7. Bibliography

• Pérez Cañado, M. L. (2012) CLIL research in Europe: past, present, and future. International journal of bilingual education and bilingualism 15(3), 315-341.
• Pinker, S. (1994). The Language Instinct. Penguin.
• Portal de Transparencia Comunidad de Madrid (n.d.). Programa de enseñanza bilinüe en centros educativos. Retrieved from Consejería de Educación, Ciencia y Universidades de la Comunidad de Madrid: https://www.comunidad.madrid/transparencia/informacion-institucional/planes-programas/programa-ensenanza-bilingue-centros-educativos
• Salle, C. -L. (2013, February 24th). Educación bilingüe, opción de presente y de futuro. Retrieved from https://corrales.lasalle.es/educacion-bilingue-opcion-de-presente-y-de-futuro/
• Schiffrin, D. (1994). Approaches to discourse. Blackwell.
• Segura, M. (2024, February 23rd). 20 años de enseñanza bilingüe y la controversia sigue: "Es negar la ley de la gravedad". Newsroom Infobae. Retrieved from https://www.infobae.com/espana/agencias/2024/02/23/20-anos-de-ensenanza-bilingue-y-la-controversia-sigue-es-negar-la-ley-de-la-gravedad/
• The Foundation of Critical Thinking (n.d.). Defining Critical Thinking. Retrieved from https://www.criticalthinking.org/pages/defining-critical-thinking/766

8. Figures and Tabless

Image 1

Figure 8

Figure 7

Figure 6

Figure 9

Table 5

Table 2

Table 3

Table 4

Graph 1

Graph 2

Graph 3

9. Annexes

Annexes

Annex 1

The 34 retrieved articles

Annex 2

Form for articles included

Thank you

Questions?

Table 5. Study, Participant Types and Main Findings in Retrieved Articles

Table 3. Summary of Retrieved Articles on CLIL Focused on Teachers

Research Questions

How could I understand it?

1. What is the impact of CLIL’s methodology on students’ academic performance and critical thinking?
2. Are there limitations in CLIL’s implementation regarding teacher training in articles analyzing students’ academic performance and critical thinking in compulsory secondary education in Spain since 2010?
3. If there are limitations in CLIL’s implementation regarding teacher training, how do they affect their academic performance and critical thinking?

Table 2. Summary of Retrieved Articles on CLIL Focused on its Implementation

Possible strong relationship between critical thinking skills and student's academic achievement in the grounds of how HOTS develop their motivation, the 8 EC's 8 competences, etc. But, there is no quantitative research

CLIL and Critical Thinking

• Partially answered in the theoretical background.
• Articles:
• Mortimore (2017)
• Uribe, Uribe and Vargas (2017)
• Valverde (2019)
• Tinedo-Rodríguez (2022)

Table 4. Summary of Retrieved Articles on CLIL Focused on Students

PRISMA flowchart

PRISMA flowchart for search with Dialnet Database (by author).

Research Questions

How could I understand it?

1. What is the impact of CLIL’s methodology on students’ academic performance and critical thinking?
2. Are there limitations in CLIL’s implementation regarding teacher training in articles analyzing students’ academic performance and critical thinking in compulsory secondary education in Spain since 2010?
3. If there are limitations in CLIL’s implementation regarding teacher training, how do they affect their academic performance and critical thinking?

Negative conclusions

Positive conclusions

Nieto (2018) Ruiz Cordero (2022) Saladrigues and Llanes (2014) Pérez Cañado (2018) Nieto Moreno (2016) Gómez-Parra (2020) Madrid and Barrios (2018) Chaieberras and Rascón-Moreno (2018) Navarro and García (2018)

Bobadilla-Pérez, Galán Rodríguez (2020)Pérez Cañado (2018) Nieto (2017, 2020) Canga and Arribas (2015) Castellano-Risco (2019) Geoghegan (2023) Corral Robles (2019)

Arribas (2016) Manzano Vázquez (2013) Francisco Déniz and Mallorquín Rodríguez (2021)

VS

• Teachers' training
• Incorrect implementation

Teacher training and an incorrect implementation are the two main problems in CLIL. There is a need for a more effective teacher training both pre-service and in-service

PRISMA flowchart

PRISMA flowchart for systematic literature review and study selection (elaborated by Covidence).

PRISMA flowchart

PRISMA flowchart for search with the Google Scholar Database (by author).

PRISMA flowchart

PRISMA flowchart for search with Research Gate Database (by author).

Inclusion criteria

1. Articles focusing on CLIL methodology. 2. Articles examining the impact of CLIL on students' academic performance and/or development of critical thinking skills. 3. Articles investigating the relationship between the quality of CLIL implementation, including teacher training and assessment systems, and educational outcomes. 4. Articles published in peer-reviewed journals. 5. Articles available in English or Spanish. 6. Articles conducted in compulsory secondary education. 7. Articles conducted since 2010.

8 EC competences

Key Competences for Lifelong Learning in the European Schools (Europaea, 2018)

1. Literacy competence.
2. Multilingual competence.
3. Mathematical competence and competence in science, technology and engineering.
4. Digital competence.
5. Personal, social and learning to learn competence.
6. Civic competence.
7. Entrepreneurship competence.
8. Cultural awareness and expression competence.

Other reasons

• Multiculturality
• Theoretical and practical approaches

34 retrieved articles following a reproduceable methodology which focus on CLIL's methodology, CLIL's students and CLIL's teachers.