Research Publications

This study investigates institutional selectivity in Content and Language Integrated Learning (CLIL) provision across secondary schools in the Flemish Community of Belgium (N = 947). By employing a multinomial lens, this paper explores how pupils’ socioeconomic status (SES), schools’ linguistic diversity, and size predict the adoption of exclusive English CLIL, exclusive French CLIL, combined English and French CLIL, or no CLIL trajectory. Findings reveal that SES functions as a silent engine, with schools serving students from lower socioeconomic backgrounds less likely to offer any CLIL. Linguistic diversity significantly influenced CLIL type, as schools with a high proportion of pupils from multilingual backgrounds were more inclined toward dual language tracks (English and French) or opted out of CLIL entirely, demonstrating an all-or-nothing dynamic dependent on SES contexts. Furthermore, institutional capacity emerged as a crucial determinant, with larger schools predominantly adopting exclusive English CLIL tracks. This result reflects resource-related implementation, as Flemish secondary schools are required to offer parallel non-CLIL tracks, a condition that only schools with substantial enrolment can satisfy. Overall, the findings of this study highlight that CLIL provision is profoundly shaped by institutional and socioeconomic factors, emphasising the need for nuanced policy interventions addressing language choice and equitable access.