Language testing and the role of CLIL exposure in constructing student profiles: Stakeholders’ views on streaming in the transition from primary to secondary education
This study examines stakeholders’ views on the streaming of students into one of two strands of differing CLIL exposure (High versus Low) in the transition from primary to secondary in the context of Madrid’s Bilingual Education Program. To this end, three groups of stakeholders – primary school leaders, parents and secondary school teachers – were interviewed so as to gather their perspectives on streaming as pertains to: (1) a high-stakes English language test that determines access to the High- and Low-Exposure strands; and (2) the profiles of students participating in these strands. Findings indicate that school leaders prioritise students’ ongoing language learning progress over the high-stakes context of the test, whilst they acknowledge families’ favourable views of the test. Parents’ affective stances reveal that some students experience a certain degree of anxiety in preparation for the test. In addition, participating in the High- or Low-Exposure strands seems to influence teachers’ perceptions of these students as either high or low achievers. These findings are further discussed in terms of the potential implications of streaming and student selection for (in)equity in CLIL programs.
Publication history
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From the 1990s onwards, CLIL gained wide popularity across Europe due to the support received on behalf of national and supranational policies (e.g., the European Union) seeking to enhance L2 language learning as well as bi/multilingualism. The promotion of CLIL can be traced back to the context of the European Commission’s white paper (1995), in which a stated goal was for EU citizens to communicate in two foreign languages in addition to their mother tongue. From the onset, CLIL has been seen as an innovative approach in areas traditionally reserved for L1 instruction, as it establishes a new scenario for teaching subjects through a foreign language. Research in the area of CLIL pedagogy has addressed its potential to integrate elements of best practice in bilingual education by means of setting “high expectations for students and teachers” (Mehisto, 2012, p. 48). In this scenario, the gradual integration of CLIL into compulsory school curricula responds to efforts to make this approach accessible to all types of learners. In fact, one major ‘problem’ behind the implementation of CLIL is that it has “a long way to go to become mainstream” (San Isidro, 2018, p. 188). If CLIL is voluntary, it “still relies excessively on students’ self-selection” (ibid.), meaning that it tends to attract students with a higher level of EFL proficiency and “more favourable (affective-motivational) learning dispositions” (Rumlich, 2017, p. 115) compared to unselected and unprepared groups (e.g., non- CLIL).