The construction of identity through language learning in bilingual and non-bilingual primary education in Spain

The current research delves into the construction of identity of 6th grade Primary Education students in Spain. Although studies on Second Language Acquisition (SLA) and Foreign Language Learning (FLL) underline the relevance identity plays in the cognitive and social process of learning a language, there is a paucity of research analyzing how the construct of identity is shaped through language learning in bilingual and non-bilingual modatlities in Primary Education. The present study scrutinizes students learning English as a Foreign Language(EFL) in a bilingual section in Spain (studying under Content and Language Integrated Learning or CLIL), and pupils in non-bilingual classes, exposed to more traditional language learning methods. The main findings of the investigation reveal differences between each group's development of affective feelings and identity construction in relation to EFL and languages in general. Our results suggest students enrolled in bilingual education may possibly develop more favorable approaches towards multilingualism. The educational implications of the research will be addressed, together with prospective research lines to be followed in this area.