The effects of a CLIL programme on linguistic progress at two different points in time
Publication date
2021ISSN
2411-7390
Abstract
In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fi ll such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the effi cacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student profi ciency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.
Document Type
Article
Document version
Published version
Language
English
Subject (CDU)
81 - Linguistics and languages
Keywords
Llenguatge i llengües -- Ensenyament
Anglès -- Ensenyament
Llengua segona -- Adquisició
Lenguaje y educación
Lengua inglesa -- Enseñanza
Segunda lengua -- Adquisición
Language and languages -- Teaching
English -- Teaching
Second language acquisition
Pages
19
Publisher
National Research University Higher School of Economics
Collection
7; 1
Is part of
Journal of Language & Education
Citation
Segura, Marta; Roquet, Helena; Pérez-Vidal, Carmen. The effects of a CLIL programme on linguistic progress at two different points in time. Journal of Language & Education, 2021, 7(1), p. 173-191. Disponible en: <https://jle.hse.ru/article/view/10981>. Fecha de acceso: 21 may. 2021. DOI: 10.17323/jle.2021.10981
Grant agreement number
info:eu-repo/grantAgreement/MICINN/PGC2018-098815-B-I00
This item appears in the following Collection(s)
- Humanitats [135]
Rights
2021 National Research University Higher School of Economics. Creative Commons License. This work is licensed under a Creative Commons Attribution 4.0 International License.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/