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We have received funds, and I have already conveyed that information: 1) Conselleria d'Hisenda i Model Economic, Generalitat Valenciana, Grant GIUV2016-318; 2) Spanish Regional Government of Aragon, Grant S23_20R and S23_23R.

Analysis of institutional authors

Pires, LuisCorresponding Author

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Article

New evidence on the impact of learning in a foreign language on educational outcomes

Publicated to:Studies In Educational Evaluation. 83 101386- - 2024-12-01 83(), DOI: 10.1016/j.stueduc.2024.101386

Authors: Pires, Luis; Mancebon, Maria-Jesus; Mediavilla, Mauro; Gomez-Sancho, Jose-Maria

Affiliations

EVALPUB, Valencia, Spain - Author
Univ Rey Juan Carlos, Mostoles, Spain - Author
Univ Valencia, Valencia, Spain - Author
Univ Zaragoza, Zaragoza, Spain - Author

Abstract

A Content and Language Integrated Learning (CLIL) method, in which some subjects are taught in a foreign language (English), was initiated in Spain in 2005 and has progressively extended to half of public schools. The results have been very positive; however, it has been argued that studying subjects in a foreign language may reduce the educational outcomes of students. This paper evaluates this criticism in the Madrid bilingual program adopting a Propensity Score Matching approach, with the PISA 2015 and 2018 data. The model defines a homogenous student subsample from bilingual and nonbilingual schools in terms of the observable characteristics that may jointly influence both the selection of school type and educational scores. Our results, robust to the sample and unobservable hidden bias, indicate that the Madrid bilingual program, in addition to improving students' English level, does not reduce the skills of subjects taught in English or in Spanish.

Keywords

BiaBilingual educationClilInstructionMetaanalysisPisa 2015 and 2018ProgramsPropensity scoreSchoolsSpanish region of madriSpanish region of madridStudent evaluationStudents

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Studies In Educational Evaluation due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 26/74, thus managing to position itself as a Q1 (Primer Cuartil), in the category Psychology, Educational.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-06-13:

  • Scopus: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-13:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 40.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 40 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 0.5.
  • The number of mentions on the social network X (formerly Twitter): 2 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Pires Jiménez, Luis Eduardo) .

the author responsible for correspondence tasks has been Pires Jiménez, Luis Eduardo.