The bilingual programme in Madrid and its effects on learning

Abstract

The Community of Madrid’s bilingual programme (MBP) has improved the English level of the students using the Content and Language Integrated Learning methodology (CLIL), by which various subjects of the curriculum are taught in English. Previous studies have analysed whether the MBP reduces the skills of bilingual students in these subjects. Our study completes the previous works using the latest data available with the Evaluation of Competences of the Community of Madrid (ECM) in 2017 and 2019. The ECM is a census test that assesses the competences in various subjects of 6^th grade (primary education) and 10^th grade (secondary education) students, in addition to obtaining various context questionnaires from students, families, teachers and principals. A database has been developed with the results of the ECM and the characteristics of the students that influence these results. By using the statistical technique difference-in-difference, our study confirms the main conclusions of previous studies, MBP students slightly worsen their skills in subjects taught in English in 6^th grade, but this difference is compensated for by 10^th grade. Our study also provides a novel conclusion, the significant improvement in English language skills of primary education students is reduced in secondary education.

Key words: bilingual education, CLIL, second language instruction, Madrid Region, student evaluation, primary education, secondary education, Difference-in-Difference