The effects of CLIL on oral comprehension and production: a longitudinal case study

CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

“…Our results consequently run counter to those studies which did not find differences between bilingual and non-bilingual groups at this educational stage (Serra, 2007;Pladevall-Ballester & Vallbona, 2016). They fall in line, however, with other investigations which found that, in the long term, CLIL improved productive more than receptive skills (Admiraal et al, 2006;Pérez Cañado & Lancaster, 2017). What happens at the end of the next main educational stage, namely, Compulsory Secondary Education?…”

“…The final study of this nature which can be found in the specialized literature is also from Spain, albeit conducted in a monolingual community (Andalusia) (Pérez Cañado & Lancaster, 2017). It unfolded over the course of a year and a half with students in 4 th grade of CSE and followed them until Baccalaureate.…”

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

“…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.…”

Extramural Exposure and Language Attainment: The Examination of Input-Related Variables in CLIL Programmes

“…Table 9). This outcome for listening competence tallies with previous studies which have examined the effects of CLIL on the oral receptive skills of learners in comparison to those learners who have studied in an EFL environment (Lasagabaster, 2008;Pérez Cañado & Lancaster, 2017;Stotz and Meuter, 2003). When evaluating outcomes for the two educational stages as one entity, no differences emerge for general language ability or for any specific skill, a situation mirrored for Primary Education alone.…”

“…Table 7). The only skills not to reveal any differences were reading and speaking, although CLIL students were found to demonstrate superior pronunciation skills, deviating from prior research which reports on CLIL students not developing more accurate pronunciation as a result of a CLIL programme (Gallardo del Puerto, Gómez Lacabex & García Lecumberri, 2009;Pérez Cañado & Lancaster, 2017; Rallo Fabra & Jacob, 2015) (cf. Table 8).…”