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Article published In:
(In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 203–226

A tale of two cities

The ideological debate on equity in bilingual schooling

ORCID logo | Universidad Pablo de Olavide
 | Universidad Pablo de Olavide
This study analyses the implementation of CLIL in two monolingual regions of Spain: Madrid and Andalusia. As a matter of fact, as these two regions have been mostly governed by political parties with contrasting ideologies, this may have affected the way in which CLIL has been implemented. Firstly, this paper will offer a literature review of the outcomes that the CLIL programme has produced in the two regions according to research. Secondly, the implementation of CLIL in each region will be examined by means of a document analysis of the CLIL regulations introduced in the two contexts, on the basis of the following themes: CLIL introduction and development, pupil selection, teacher training and compensation, and the inclusion of other languages. Finally, the discussion will explore whether the different outcomes of CLIL in the two regions may be the result of the ideologies guiding the implementation of the programme and will establish some sociolinguistic principles required to frame bilingual competence in the wider social debate on inequality. The greatest ideological difference observed is pupil selection, which may lead to language poverty in certain layers of society.
Keywords: CLIL, language planning, language distribution, equity, social justice
Article outline
  • 1.Introduction
  • 2.Research context
    • CLIL in Madrid
    • CLIL in Andalusia
  • 3.Research design and methodology
    • Research questions
    • Methodology
  • 4.Results
    • CLIL introduction and development
      • CLIL introduction and development in Madrid
      • CLIL introduction and development in Andalusia
    • Pupil selection
      • Pupil selection in Madrid
      • Pupil selection in Andalusia
    • Teacher training and compensation
      • Teacher training and compensation in Madrid
      • Teacher training and compensation in Andalusia
    • Inclusion of other languages
      • Inclusion of other languages in Madrid
      • Inclusion of other languages in Andalusia
  • 5.Discussion
    • Language continuum
    • Language capital
    • Language poverty
    • Language description
  • 6.Conclusion
  • Notes
  • References
Published online: 30 June 2023
DOI logo
https://doi.org/10.1075/aila.22019.gra
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