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1. Bilingualism vs.
the Matthew Effect
Fernando Trujillo Sáez
Universidad de Granada
TRICLIL 2012

2. CLIL programmes run the risk of becoming a
subtle way of classifying students, so that
only the labelled as "more capable" are
recommended to take the CLIL stream. This
seems to be a perfect way of reproducing the
hideous "Mathew Effect". On the other hand
it is often the case that well-meaning (but
prejudiced) schools assume that students coming
from cultural minorities belong to the "less
capable" group. Can you give us some hope
and tell us about experiences and
procedures to ensure truly democratic access
to CLIL programmes in compulsory education?

3. • The risk of classification
• It’s not a risk: it’s a reality.
• Student selection
• Teaching strategy selection
• Carreer selection

4. • The problem: school is not compensating socio-economic
background. School as a reproduction instrument.
• Inter-generation mobility in Andalucia:
• only 10,1% of parents with just Primary Studies have
children with Higher Education (Oscar D.
Marcenaro)
• Secondary Education:
• 14,0% de mothers & 16,1% of fathers have no
degree at all;
• job status: 33,0% of fathers, primary sector,37,4% of
mothers work at home.

5. • There is a slight decrease in the correlation
between parents’ and children’s level of
attainment.
• However, academic success is still limited to
economical situation of families.

6. • The answer is not less school or less public
school, but more.
• We need micro-, qualitative, emic analysis
(vs. macro-, quantitative, etic analysis).

7. • Cases
• CEIP Federico García Lorca, in Ceuta,
bilingual (British Council) school.
Producing students who are reaching
Higher Education.

8. • Cases
• CEIP Federico García Lorca, in Ceuta,
bilingual (British Council) school.
Producing students who are reaching
Higher Education thanks to CLIL and its
impact on L1 and L2.

9. • Cases
• CEIP San José Obrero, in Seville, bilingual
school (Plan de Fomento del
Plurilingüismo & Programa de
Interculturalidad). From the margins to
the core of the system through
leadership.

10. • Cases
• CPR El Chaparral, in Mijas (Málaga),
bilingual school (Plan de Fomento del
Plurilingüismo & Programa de
Interculturalidad). Peer-teaching, families
and intercultural competence.

11. • Cases
• IES Ítaca, in Tomares (Seville), bilingual
high school (Plan de Fomento del
Plurilingüismo). School organization
focused on key skills.

12. • Guidelines
• Awareness of the problem
• Clear and mid-term language & educational policies
• Teacher training (teaching strategies & values)
• Professional Development (idem)
• Re-consideration of school project & structures
• Family-concerned educational practices
• Assessment & research: students, teacher practices,
institutions and policies