The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study

Merino, Jon Ander; Lasagabaster, David

doi:10.1111/ijal.12177

Cited by 37 publications

(38 citation statements)

References 44 publications

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“…Gallardo-del-Puerto, 2015; Martínez-Adrián, 2018; Martínez-Adrián & Gutiérrez Mangado, 2015), these CLIL learners, who are still beginner learners, seem to use some L2-based strategies (i.e. paraphrasing), which are typical of more advanced learners and may evince an advantage in line with other attested linguistic benefits of CLIL contexts (Agustín Llach & Canga Alonso, 2016;Merino & Lasagabaster, 2018). In other words, the effect of proficiency seems to be overruled by the effect of CLIL in this respect.…”

Section: Discussionmentioning

confidence: 99%

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Puerto

Basterrechea

Martínez-Adrián

2019

Int J App Linguistics

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Studies investigating compensatory strategies (CSs) by means of questionnaires in English‐as‐a‐Foreign‐Language (EFL) contexts with young learners are lacking, particularly in Content‐and‐Language‐Integrated‐Learning (CLIL) environments. Three different proficiency groups of young English learners in a CLIL programme were administered a survey to explore the existence of intergroup differences regarding the amount and types of CSs used. Learners exhibited a moderately high use of CSs overall, and no differences emerged regarding the total number of CSs as a function of target language (TL) proficiency. In terms of types of CSs used, they reported using some CSs (paraphrasing) which are typical of more advanced learners. However, more proficient learners were found to draw on some non L2‐based strategies (avoidance, foreignising, miming) to a lesser extent than less proficient learners.

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Section: Discussionmentioning

confidence: 99%

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Puerto

Basterrechea

Martínez-Adrián

2019

Int J App Linguistics

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“…Content and language integrated learning (CLIL) is considered to be an innovative approach to fostering multilingualism in education in Europe (cf. Merino and Lasagabaster 2018). In order to accomplish this goal, CLIL teachers should have linguistic and methodological competences for subject teaching, assessment, materials development and classroom management in a foreign language.…”

Section: Discussionmentioning

confidence: 99%

Integrirano Usvajanje Stranoga Jezika I Sadržaja (Clil): Prednosti, Izazovi I Mjere

Vodopija-Krstanović¹,

Badurina²

2020

MВ

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Integrirano poučavanje jezika i sadržaja (eng. CLIL) inovativni je pristup nastavi koji potiče višejezično obrazovanje u Europi. Iznimno je važno da CLIL nastavnici imaju jezične i metodičke kompetencije za poučavanje sadržaja (nastavnih predmeta) na stranome jeziku, izradu materijala, provjeravanje znanja i upravljanje učionicom. Međutim, mali broj nastavnika posjeduje navedene kompetencije. Uporabom polustrukturiranih intervjua s osam nastavnika uključenih u CLIL nastavu u jednoj riječkoj gimnaziji u ovome se radu ispituju njihovi stavovi prema CLIL-u, izazovi s kojima se susreću i mjere koje bi preporučili za savladavanje izazova CLIL-a. Rezultati upućuju da nastavnici imaju pozitivan stav prema CLIL-u i podržavaju njegovo uvođenje. Poteškoće s kojima se susreću odnose se na nedostatno poznavanje stranoga jezika, prilagodbu nastavnih materijala nastavi na stranome jeziku, poravnavanje CLIL predmeta s kurikulom i provjerom učenikova znanja. Zaključujemo da valja više pozornosti posvetiti tom obliku nastave u školama.

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“…The question if more content is better could be answered affirmatively: a positive relationship was present between the amount of EFL exposure and the linguistic outcomes. Merino and Lasagabaster (2018) addressed a similar issue: the role played by intensity in CLIL programmes on overall proficiency in English: speaking, reading, listening and writing. Participants were 393 secondary education students from three different autonomous communities: the BAC, an officially bilingual community in Basque and Spanish; La Rioja, a monolingual Spanish community; and Cantabria, also a monolingual community.…”

Section: Secondary Education Outcomesmentioning

confidence: 99%

Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies

Goris

Denessen

2019

European Educational Research Journal

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Content and language integrated learning (CLIL), an educational approach in which subject matter and a foreign language – predominantly English – are taught and learnt side by side, has developed into a very popular educational innovation in most European countries. A host of research studies have shown its benefits, and discuss favourable effects especially with respect to L2 gains. However, critical voices have underscored the fact that CLIL attracts or selects mainly high-achieving learners. Hence, the question arises whether it is justified to attribute improved L2 performance mainly to the CLIL intervention, or to favourable learner characteristics. Several reviews of literature were published in the past, but due to a lack of longitudinal findings no conclusive evidence about the added value of CLIL in the process of L2 learning could be produced. The present review aims to fill this void and has undertaken a search of two decades of longitudinal studies into the effects of CLIL on various linguistic skills in the field of English as a foreign language. The findings indicate that robust studies were undertaken in only a limited number of European countries, and that only a few of them were large scale. Yet, the conclusions provide clear indications regarding the contexts in which CLIL leads to significantly better L2 results.

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The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study

Cited by 37 publications

References 44 publications

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Integrirano Usvajanje Stranoga Jezika I Sadržaja (Clil): Prednosti, Izazovi I Mjere

Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies

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