L2 proficiency and development in CLIL

Dalton‐Puffer, Christiane; Bauer-Marschallinger, Silvia

doi:10.4324/9781003173151-11

Cited by 2 publications

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CLIL as a Pedagogical Approach

Dalton‐Puffer

2023

The Encyclopedia of Applied Linguistics

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The term content‐and‐language integrated learning (CLIL) was coined in Europe in the 1990s to label a pedagogical approach where mainstream, school‐level learners study curricular subjects, such as history, sports, or chemistry, through a second language while continuing to attend traditional foreign language classes in that same language. Although foreign language teaching and learning had long had a firm place in European school curricula, it was hoped that CLIL would significantly enhance its effectiveness in terms of motivating a broader range of learners to become effective and confident communicators. Despite significant variation in its implementation, the defining characteristics of CLIL, the dual teaching/learning goals from content and language, remain constant across contexts. Since the “content” originates in a broad range of curricular subjects, all with their own pedagogical traditions, it is impossible to stipulate one unified CLIL pedagogy. A number of firm principles for CLIL pedagogy, however, have been formulated: content and language integration in planning and classroom practice, bi/multilingualism and translanguaging, scaffolding, and keyness of subject literacy. Questions regarding the language learning outcomes of CLIL programs have been answered positively by a first generation of studies, but recent results have been more mixed. Important mediating factors seem to be type of program, learner age, and general proficiency levels in the CLIL language. Interestingly, contexts where outcomes of traditional foreign language classes are widely considered unsatisfactory show clearer positive effects of CLIL. In a similar vein, the jury is still out on content learning outcomes.

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CLIL as a Pedagogical Approach

Dalton‐Puffer

2023

The Encyclopedia of Applied Linguistics

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Intensity Matters Inside and Outside Primary School: Evidence from High‐CLIL, Low‐CLIL, and Non‐CLIL Learners

Lázaro‐Ibarrola

2024

TESOL Quarterly

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Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE) through formal or informal out‐of‐school activities. To address these gaps, this study examines the impact of CLIL and EE on the proficiency of 180 primary school learners of English (aged 10–11 years) divided into a high‐CLIL (N = 78), a low‐CLIL (N = 56), and a non‐CLIL (N = 46) group. Results showed some advantages among high‐CLIL learners, including higher scores and less intragroup variability, while no significant differences were observed between low‐CLIL and non‐CLIL learners. EE activities were common, with several weak but positive correlations found between EE and proficiency, particularly involving watching TV and reading, and mainly affecting non‐CLIL learners.

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L2 proficiency and development in CLIL

Cited by 2 publications

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CLIL as a Pedagogical Approach

CLIL as a Pedagogical Approach

Intensity Matters Inside and Outside Primary School: Evidence from High‐CLIL, Low‐CLIL, and Non‐CLIL Learners

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