Testing Progress on Receptive Skills in CLIL and Non-CLIL Contexts

Arranz, José Igor Prieto; Fabra, Lucrecia Rallo; Calafat-Ripoll, Caterina; Catrain-González, Magdalena

doi:10.1007/978-3-319-11496-5_8

Cited by 20 publications

(6 citation statements)

References 16 publications

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“…Furthermore, CLIL had a positive effect on all subskills in written production, but especially in the most demanding areas of writing: spelling, planning and expressive richness. Thus, the trend in CLIL which showed students performed higher in the most difficult or challenging tasks (Pérez- Cañado and Lancaster, 2017;Prieto-Arranz et al, 2015) has also been recorded in this study.…”

Section: Resultssupporting

confidence: 80%

Mother Tongue Development in Bilingual Programs Type Clil in Secondary School: A Comparative Study on Written Production

Nieto¹

2020

RLA. Rev. Ling.

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Section: Resultssupporting

confidence: 80%

Mother Tongue Development in Bilingual Programs Type Clil in Secondary School: A Comparative Study on Written Production

Nieto¹

2020

RLA. Rev. Ling.

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“…CLIL has also been shown to improve oral production (Lasagabaster, 2008;Lorenzo et al, 2010;Ruiz de Zarobe, 2008) and metacognitive awareness for selecting appropriate learning strategies (Ruiz de Zarobe & Zenotz, 2012. Research has obtained contradictory results for listening comprehension: whereas Navés (2011) andPérez-Vidal andRoquet (2015) did not find a difference between CLIL and non-CLIL learners in the Catalonian context, Lorenzo et al (2010), Lasagabaster (2008 and Prieto-Arranz et al (2015) found a positive effect of CLIL on listening comprehension.…”

Section: The Clil Advantagementioning

confidence: 98%

“…A general advantage in English proficiency has been repeatedly reported for learners enrolled in CLIL programs when compared to learners who only receive EFL lessons (Dalton-Puffer, 2008). In the Spanish context, CLIL students have been shown to surpass non-CLIL students in reading comprehension (Lorenzo, Casal & Moore, 2010;Navés, 2011;Pérez-Vidal & Roquet, 2015;Prieto-Arranz, Rallo Fabra, Calafat-Ripoll & Catrain-González, 2015), vocabulary (Jiménez-Catalán & Ruiz de Zarobe, 2009;Moreno Espinosa, 2009), fluency, and lexical and syntactic complexity in written productions (Gené-Gil, Juan-Garau, & Salazar-Noguera, 2015;Lasagabaster, 2008;Lorenzo et al, 2010;Navés & Victori, 2010;Pérez-Vidal & Roquet, 2015;Ruiz de Zarobe, 2010). CLIL has also been shown to improve oral production (Lasagabaster, 2008;Lorenzo et al, 2010;Ruiz de Zarobe, 2008) and metacognitive awareness for selecting appropriate learning strategies (Ruiz de Zarobe & Zenotz, 2012.…”

Section: The Clil Advantagementioning

confidence: 98%

Assessing the development of second language syntax in Content and Language Integrated Learning

Ortiz

2020

LFE

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Este estudio examinó la efectividad del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) respecto al dominio del inglés y la incorporación de su sintaxis en un grupo de estudiantes andaluces. Alumnos de instituto (n = 22) matriculados en clases AICLE y clases no-AICLE del mismo centro educativo (I.E.S. Mariana Pineda) realizaron un examen de inglés adaptado de la Prueba de Evaluación de Bachillerato para el Acceso a la Universidad. Se evaluó el grado de desarrollo de la sintaxis del inglés en los alumnos empleando una prueba de Imitación Elicitada (EI) en conjunción con un diseño experimental basado en las propiedades sintácticas del inglés. Se incluyeron como covariables en el análisis el nivel académico y socioeconómico previos a la intervención, así como el sexo del alumnado. Los alumnos AICLE obtuvieron mejores resultados que los no-AICLE en la prueba sintáctica (p = 0.002) y en el examen de inglés (p < 0.001). Los resultados evidenciaron una correlación significativa positiva entre la puntuación obtenida en el examen inglés y en la prueba EI para el grupo AICLE (p < 0.01), pero no para el no-AICLE (p = 0.39). Estos resultados proponen una metodología para evaluar la sintaxis inglesa de los estudiantes CLIL.

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“…This approach can have a positive impact on learning outcomes (Gulyas et al 2015). Such positive impacts can for example increase interest (Lasagabaster & Sierra, 2009), motivation (Van de craen et al 2007;Lasagabaster, 2019) conceptual knowledge (Zarobe & Zenotz, 2017;Huang, 2020), literacy reading (Admiraal et al 2006;Prieto-Arranz et al 2015). The above studies should be a reference for us, especially schools that implement bilingual programs to implement CLIL learning that has been proven to have a positive impact.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of content and language integrated learning-based teaching material in the topic of the nature of matter on scientific literacy

Heliawati¹,

Rubini²,

Firmayanto³

2020

Journal for the Education of Gifted Young Scientists

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This study aimed to examine the effectiveness of teaching materials based on Content and Language Integrated Learning (CLIL) on scientific literacy on the topic of The Nature of Matter. Teaching material on this topic integrated the 4 pillars in CLIL, namely Content, Cognition, Communication and Culture. The Scientific Literacy Skills Scale (SLSS) measured in this study consisted of three aspects, namely explaining scientific phenomena, evaluating and designing scientific investigations, conducting data interpretation and scientific experiments. This study used an experimental method that was tested on 100 students in 3 schools that use English in chemistry learning. Student selection was done by purposive sampling. Data was collected through tests on students' scientific literacy and students' feedback questionnaires. The result of the analysis of N-Gain literacy percentage was 57%, it meant that this teaching material is quite effective in increasing student scientific literacy. Students' responses to teaching materials were in the very good category. From this study, it can be concluded that CLIL-based teaching material in the topic of the nature of matter is effective on students' scientific literacy.

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Testing Progress on Receptive Skills in CLIL and Non-CLIL Contexts

Cited by 20 publications

References 16 publications

Mother Tongue Development in Bilingual Programs Type Clil in Secondary School: A Comparative Study on Written Production

Mother Tongue Development in Bilingual Programs Type Clil in Secondary School: A Comparative Study on Written Production

Assessing the development of second language syntax in Content and Language Integrated Learning

The effectiveness of content and language integrated learning-based teaching material in the topic of the nature of matter on scientific literacy

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