Page 15 - ELG1901 Jan-Feb 463

NEWS

Will success of Spain’s Clil schools

signal trouble for private sector?

By Melanie Butler
In addition, 27 per cent of 16 year slightly from families
Clil methodology improves olds in bilingual schools tested where the children
outcomes in L1 written production at C1 or above compared to just are not in bilingual ANDY NASH
and does not negatively impact 3 per cent of other state schools schools.
results in other academic subjects students. Spain’s language
taught in L2, from Andalucia has The success of the CLIL schools, however,
found. But could research support revolution may already be having have seen the
for the controversial Bilingual an impact on local private numbers of adult
Education programmes impact language school enrolments. courses increase
enrolment in private sector Only 30 per cent of the 15-16 in the last decade,
programmes for Spanish Young year olds who took part in the particularly for
Learners? Madrid research reported doing teachers. This looks
The Andalucian study, directed extra English outside school, set to continue.
by Professor Francisco Lorenzo of around half of them were enrolled The Andalucian
Pablo Olavide University, found in private language schools. By study notes that
that 16 year olds in bilingual contrast, an EU language survey the main area for
schools, which operate a CLIL in 2012 found that some 40 per improvement in the
system, tested at B1 and B2 in cent of Spanish teens took private region’s bilingual
English at aged 16, compared English lessons. schools is the
to the A1–A2 levels typically Anecdotal evidence from language levels of
achieved by their peers in non- language schools in Madrid, teachers, where School sign, Grenada
bilingual schools. Some 500,000 however, suggests that enrolments the requirement
children in the region are have remained high for under-11s, looks set to move from B2 to C1. reach those of Northern European
currently enrolled in bilingual at least partially because entrance C1 is already the base level for countries, the number of children
programmes. to the elite bilingual sections in teachers in Madrid. travelling to learn English will
In 2017, a large study in Madrid the bilingual schools, is based on a In the short term, language gradually decrease.
involving over 2,000 students in student’s English scores at the end schools in English speaking The demand for teacher’s
170 schools, found average levels of primary. countries are unlikely to see courses, however, is likely to
of English in the capital was higher, In Andalucia, however, where the dramatic decline in Spanish hold steady for some time yet, as
at B1 and B2, but only 5 per cent entrance into the bilingual section enrolments experienced when new regions of Spain adopt CLIL
of children in bilingual schools did is based on parental choice, the central government stopped methodology, and as the level
not reach B1 compared to 45 per schools report enrolments have funding courses for school leavers, of English required by teachers
cent in the non-bilingual schools. remained steady or increased though as Spain’s English levels continues to increase.

Pearson Global English Teacher of the Year Awards 2019

AFRICA AND THE ASIA AND OCEANIA EUROPE & CENTRAL NORTH & CENTRAL SOUTH AMERICA
MIDDLE EAST ASIA AMERICA

Matilda El Hage, Arata Nision, Tetiana Kulynok, Pablo Santos, Marianna Garonn,
Lebanon Japan Ukraine Panama Argentina,
‘Matilda demonstrates ‘I found Arata’s ‘I was deeply moved by ‘Pablo employs a ‘I loved her attitude
an ability to harness the approach to getting her Tetiana’s commitment variety of different and style - she’s clearly
power of technology and students to transcend to education in the face teaching strategies, an utter delight in
seamlessly integrates it their natural reluctance of a dangerous warlike his use of role play.., is the classroom’ - Nick
into her lessons,’ Emily to speak inspiring,’ situation, ‘Jeremy particularly exciting’ - Robinson, Judge,
Gale, Judge Jeremy Harmer, Judge Harmer, Judge Emily Gale, judge

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