This project explores an interesting finding from the English Impact study in Madrid (O’Sullivan, Dunn & Iwaniec, 2018): the gap in English language skills and motivation between learners from different socio-economic backgrounds is smaller in bilingual schools than in non-bilingual ones. But why?

To find out, the researchers surveyed 348 fifteen-year-olds and held focus group interviews with 77 more students. The results painted a clearer picture. 

While learners in bilingual schools actually rated their teachers as less motivating than those in non-bilingual schools, interviews showed that this didn’t matter as much to the former group. What they valued more was their teachers’ professionalism. These students were also more focused on their goals and ambitious in their expectations of themselves. They recognised that learning in English was more challenging, but they also saw it as a worthwhile investment in their future education and careers. 

In contrast, learners from non-bilingual schools tended to be satisfied once they got marks that are goof enough, felt less confident in their abilities, and relied more on their teachers for support. 

The study suggests that bilingual schooling helps create an environment where students build the confidence, independence, and ambition they need to succeed, regardless of their background.