Pragmatic Outcomes in English: The Role of Socioeconomic Status and CLIL

The aim of the study is to investigate the interplay between family socioeconomic status and the effectiveness of Content and Language Integrated Learning (CLIL) programmes, on primary students' pragmatic achievement. A total of 270 students from three public schools in the Valencian Community, with different levels of CLIL programme, participated in the study. Data were collected through a written task to assess students’ pragmatic achievement and a questionnaire dealing with family socioeconomic background. Findings revealed that while family socioeconomic status, particularly fathers' professional occupations, significantly impacted student achievement, the presence of CLIL programmes in schools was a more crucial predictor of students' writing performance, regardless of the intensity of CLIL programme. This study highlights the potential of CLIL to promote equity in education and mitigate the effects of socioeconomic disparities.