Evaluating a bilingual education program in Spain: the impact beyond foreign language learning

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dc.contributor.author Anghel, Brindusa
dc.contributor.author Cabrales Goitia, Antonio
dc.contributor.author Carro, Jesús M.
dc.date.accessioned 2017-09-01T09:34:15Z
dc.date.available 2018-04-01T22:00:06Z
dc.date.issued 2016-04-01
dc.identifier.bibliographicCitation Anghel, B., Cabrales, A. and Carro, J.M. (2016). Evaluating a Bilingual Education Program in Spain: The Impact Beyond Foreign Language Learning. Economic Inquiry, v. 54, n. 2, pp. 1202-1223
dc.identifier.issn 0095-2583
dc.identifier.uri http://hdl.handle.net/10016/25151
dc.description.abstract Bilingual education programs, which consist of doing a substantial part of the instruction in a language different from the native language of the students, exist in several countries like the United States, India, and Spain. While the economic benefits of knowing a second language are well established, the potential effects over the learning of other subjects have received much less attention. We evaluate a program that introduced bilingual education (in English and Spanish) in primary education in a group of public schools of the Madrid region in 2004. Under this program, students not only study English as a foreign language but also some other subjects (at least Science, History, and Geography) are taught in English. In order to evaluate the program, a standardized test for all sixth grade students in Madrid on the skills considered indispensable at that age is our measure of the outcome of primary education. Our results indicate that there is a clearly negative effect on the exam results for the subject taught in English, for children whose parents have less than upper secondary education. This negative effect is a composite of two phenomena: the effect of the program on the student's knowledge of the subject and a reflection of the student ability to do the test in their native language when English is the medium of instruction. Although we are not able to separate quantitatively these two effects, the composite effect has a relevant interest, because the results for exams taken in Spanish are the measures that determine academic progression in the Spanish system. In contrast with the previous result, there is no significant effect for anyone on mathematical and reading skills, which were taught in Spanish. (JEL H40, I21, I28)
dc.description.sponsorship We gratefully the support from the Spanish Ministry of Science and Technology from grants ECO2009-07530 and ECO2012- 31985 (B.A.), ECO2012-34581 (A.C.), ECO2009-11165 and ECO2012-31358 (J.M.C.), CONSOLIDER-INGENIO 2010—CSD2006-0016 (all), and Consejera de Educación de la Comunidad de Madrid under the Excelecon project
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Wiley
dc.relation.isversionof http://hdl.handle.net/10016/14380
dc.relation.isversionof http://hdl.handle.net/10016/14380
dc.rights © Wiley
dc.subject.other Earnings
dc.subject.other World
dc.subject.other Bilingual education
dc.subject.other Educational programs
dc.subject.other Foreign language education
dc.subject.other Second language acquisition
dc.subject.other Educational outcomes
dc.subject.other Instrumental variables (Statistics)
dc.subject.other Spain
dc.title Evaluating a bilingual education program in Spain: the impact beyond foreign language learning
dc.type article
dc.subject.jel H40
dc.subject.jel I21
dc.subject.jel I28
dc.subject.eciencia Economía
dc.identifier.doi https://doi.org/10.1111/ecin.12305
dc.rights.accessRights openAccess
dc.relation.projectID Gobierno de España. ECO2009-07530
dc.relation.projectID Gobierno de España. ECO2012- 31985
dc.relation.projectID Gobierno de España. ECO2012-34581
dc.relation.projectID Gobierno de España. ECO2009-11165
dc.relation.projectID Gobierno de España. ECO2012-31358
dc.type.version acceptedVersion
dc.identifier.publicationfirstpage 1202
dc.identifier.publicationissue 2
dc.identifier.publicationlastpage 1223
dc.identifier.publicationtitle Economic Inquiry
dc.identifier.publicationvolume 54
dc.identifier.uxxi AR/0000017796
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