The repercussions of bilingualism in academic achievement for students in public schools of the Community of Madrid
Keywords:
bilingualism, academic achievement, second language learning, Primary Education.
Abstract
The purpose of this study is to analyze if there are differences in academic achievement for students in the second and third cycles of Primary Education depending on their attendance in bilingual or non-bilingual public schools in Madrid. A quasi-experimental design has been used with nonequivalent control group. The sample was composed of 2.153 students from 3rd to 6th grade of Primary Education enrolled in 12 public schools in the eastern area of Madrid. The academic achievement is measured by GPA and external examinations (Diagnosis Test of 4th grade of Primary Education and CDI Test of 6th grade of Primary Education). In connection with the CDI test, there are significant differences in favour of bilingual schools in Language and Mathematics. In the external test of 4th grade there were not significant differences. Regarding the GPA, there are significant differences in favour of non-bilingual schools in Science and English.Downloads
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Published
2014-05-20
How to Cite
Sotoca Sienes E. (2014). The repercussions of bilingualism in academic achievement for students in public schools of the Community of Madrid. Revista Complutense de Educación, 25(2), 481-500. https://doi.org/10.5209/rev_RCED.2014.v25.n2.41732
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