Is CLIL elitair? De socio-economische en sociolinguïstische achtergrond van leerlingen uit de derde kleuterklas

Details

Supervisors

Hiligsmann, Philippe

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

enTheoretically, Content and Language Integrated Learning (CLIL) is open to all, without conditions, but is this really the case? Does everyone have the same opportunities to learn foreign languages at school? This research is based on the GOA survey by Van Mensel et al (2020) which demonstrates the elitism of CLIL in Wallonia in the fifth year of primary and secondary school. Indeed, a significant and unbalanced presence of pupils with a higher socio-economic status is observed compared to the non-CLIL group. Therefore, the research topic of this thesis focuses on the profile of third year kindergarten pupils who enter an early CLIL journey. It examines whether immersion is an elitist educational approach from the beginning of the journey and/or whether selection occurs. Thus, this research provides complementary answers to the GOA project by examining the sociolinguistic and socio-economic background of 352 parents from 33 Walloon kindergartens and attempts to determine when elitism appears in early CLIL. The results show that there are no significant statistical differences between the profiles of the different target groups, which means that the beginning of the early CLIL journey in Wallonia is not elitist, although a certain degree of selectivity is observed.