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espanolEste articulo se centra en una variable crucial en los entornos AICLE: el nivel socioeconomico, que se ha medido mediante el nivel educativo de los padres y las madres (alto, medio o bajo). Aporta luz sobre el aprendizaje de LE, L1 y contenido curricular de 129 estudiantes bilingues de centros de Educacion Primaria y Educacion Secundaria Obligatoria en el este de Andalucia (mas concretamente, en la provincias de Granada and Almeria). Asimismo, proporciona una comparacion detallada de estos resultados con los tambien obtenidos por 219 estudiantes de grupos no bilingues. En la investigacion han participado seis colegios publicos y dos concertados. Tambien se analizan las diferencias en funcion de la motivacion, inteligencia verbal y exposicion extramural de los estudiantes, asi como su evolucion desde Primaria hasta Educacion Secundaria Obligatoria. Todas las variables consideradas se someten a analisis discriminantes con el fin de determinar cual de ellas explica la mayor parte de la varianza en los resultados de desarrollo linguistico y aprendizaje de contenido. EnglishThis article deals with a crucial variable in CLIL settings: socioeconomic status, which was measured via parents’ educational level (high, medium or low). It sheds light on the FL, L1 and subject content attainment of 129 bilingual learners in Primary Education and Compulsory Secondary Education schools in eastern Andalusia (more specifically, in the provinces of Granada and Almeria). It provides a detailed comparison of these outcomes with those also obtained from 219 students in traditional EFL streams. Six state and two charter schools participated. Differences in the motivation, verbal intelligence and extramural exposure of these students are also examined, together with their evolution from Primary to Compulsory Secondary Education. All the variables considered are subjected to discriminant analyses in order to determine which of them explains the greatest variance in language attainment and content achievement results.

Socioeconomic Status and its Impact on Language and Content Attainment in CLIL Contexts