{rfName}
Th

Indexed in

License and use

Citations

4

Altmetrics

Analysis of institutional authors

Jimenez, LpCorresponding AuthorLosada, MjgAuthor
Share
Publications
>
Article

The bilingual programme in Madrid and its effects on learning

Publicated to:Revista De Educacion. 2022 (397): 351-380 - 2022-09-01 2022(397), DOI: 10.4438/1988-592X-RE-2022-397-550

Authors: Pires Jimenez, Luis; Gallego Losada, Maria Jesus

Affiliations

Univ Rey Juan Carlos, Madrid, Spain - Author

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 6th grade (primary education) and 10th 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 6th grade, but this difference is compensated for by 10th grade. Our study also provides a novel conclusion, the significant improvement in English language skills of primary education students is reduced in secondary education.

Keywords
AchievementAgeBilingual educationClilDifference-in-differenceEducationImpactMadrid regionPrimary educationSchool entrySecond language instructionSecondary educationSpainStudent evaluation

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista De Educacion due to its progression and the good impact it has achieved in recent years, according to the agency Dialnet (Dialnet Métricas). In the year of publication of the work, 2022, thus managing to position itself as a Q1 (Primer Cuartil).

Notably, the journal is positioned in the Quartile Q4 for the agency WoS (JCR), in the category Education & Educational Research, in the Quartile Q3 for the agency Scopus (SJR), in the category Education, classified as B in other national agencies such as CIRC, classified as B by the agency AGUAR.

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 2025-05-15:

  • WoS: 2
  • Scopus: 2
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 2025-05-15:

  • 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: 10 (PlumX).
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) and Last Author (Gallego Losada, María Jesús).

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