The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

Artieda, Gemma; Roquet, Helena; Nicolás‐Conesa, Florentina

doi:10.1080/13670050.2017.1373059

Cited by 23 publications

(13 citation statements)

References 37 publications

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“…Hence, the distribution of language instruction deserves attention as the intensity of instruction makes positive changes on language attainment, language learning attitude and motivation (Collins & White, 2011;Spada & Lightbrown, 1989). Some studies show positive benefits of more exposure at earlier ages (Artieda, Roquet & Nicolás-Conesa, 2017;Munoz, 2012). However, if instructional hours are not used effectively, it is unlikely that successful results are obtained (Djigunovic, 2012;Collins & Munoz, 2016).…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

Aksoy¹,

Bozdoğan²,

Akbaş³

et al. 2018

Eurasian Journal of Applied Linguistics

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In search of ways to better the foreign language proficiency levels of their citizens, governments frequently announce macro foreign language policies. In Turkey, the latest education reform in 2013 lowered the onset of foreign language learning to the second grade. The piloting of the latest foreign language policy is in progress to transform the fifth grade to an English Language Preparation Program (ELPP). In line with the current changes, this study collects the secondary school English language teachers' opinions at the initial stage of the implementation. This qualitative case study questions the advantages, disadvantages, success and possible challenges of the implementation, and the necessary support mechanisms. The secondary school English language teachers reflect on their past experiences of intensive language programs and hold an overall positive approach to the new ELLP implementation. All in all, to achieve success, the findings highlight the need for teacher training on teaching English to young learners, for a sound integration of communicative language teaching with authentic materials.

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Section: Discussion and Suggestionsmentioning

confidence: 99%

Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

Aksoy¹,

Bozdoğan²,

Akbaş³

et al. 2018

Eurasian Journal of Applied Linguistics

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show abstract

“…The picture that emerges is that English learners who begin CLIL instruction later in primary school reach equivalent proficiency levels and display faster rates of FL learning compared to learners who have been in the CLIL program since the beginning of primary education (see also Lorenzo, Casal, & Moore, 2010). In a recent study on the question of how much additional exposure to the FL through CLIL is necessary for learners to enjoy linguistic gains, Artieda, Roquet, and Nicolás–Conesa (2017) analyzed two different constellations of partial CLIL instruction in Spanish secondary school: two groups of students with similar hours of instruction but different ages in two contexts—formal instruction (FI) and CLIL—and students with the same age but different hours of instruction. Keeping starting age constant, they found that CLIL learners needed to be up to 2 years younger than their FI counterparts to outperform them with the same number of hours of instruction.…”

Section: Age and Content And Language Integrated Learning Instructionmentioning

confidence: 99%

The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements

Pfenninger

2020

The Modern Language Journal

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This study reveals hitherto overlooked effects of age of onset (AO) in immersive school contexts, using multiple measures over time so as to focus on fluctuations and trends in individual data. The second language (L2) English development was studied in 91 children who received 50–50 content and language integrated learning (CLIL) instruction in German and English and varied in their AO (5, 7, or 9). Data collection occurred 4 times annually for up to 8 school years (ages 5–12), via oral and written production tasks, motivation questionnaires, and interviews. Meaningfully integrating quantitative analyses (GAMM) and qualitative analyses, the study focuses not only on the process itself and on quantification of change but also on the underlying environmental and psychological reasons for change. Results reveal that (a) slightly later CLIL beginners (AO 7) turn out to show similar L2 development to that of the earlier beginners (AO 5), (b) besides external states and events, many internal states at any given moment contribute to significant L2 growth, (c) learners show significant improvement in the last 2.5 years of primary school, starting from age 10, and (d) there are significant differences between L2 oral and written performance in terms of height and shape of learner trajectories across (pre)primary school.

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“…A school which offers two CLIL subjects triples the number of contact hours compared with a school merely offering a standard L1-medium programme with foreign language classes. This increased contact time with the L2 makes CLIL a potentially suitable strategy to promote plurilingual education (see, for example, Artieda et al 2017;Dalton-Puffer 2008).On the other hand, a minimal CLIL programme may not be sufficient to make a difference, at least in the short run (Pladevall-Ballester & Vallbona 2016).…”

Section: Increased Contact Time With the L2mentioning

confidence: 99%

An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators

Urmeneta

2019

clil

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The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

Cited by 23 publications

References 37 publications

Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

Old Wine in a New Bottle: Implementation of Intensive Language Program in the 5th Grade in Turkey

The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements

An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators

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