The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school
Publication date
2023ISSN
0142-6001
Abstract
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.
Document Type
Article
Document version
Published version
Language
English
Subject (CDU)
37 - Education
Keywords
Educació
Aprenentatge de l'anglès
CLIL
Educación
Aprendizaje del inglés
CLIL
Education
Learning english
CLIL
Pages
25
Publisher
Oxford University Press
Is part of
Applied Linguistics
Citation
Soto-Corominas, Adriana; Roquet, Helena; Segura, Marta. The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school. Applied Linguistics, 2023, p. 1-25. Disponible en: <https://academic.oup.com/applij/advance-article/doi/10.1093/applin/amad031/7197286>. Fecha de acceso: 18 oct. 2023. DOI: 10.1093/applin/amad031
This item appears in the following Collection(s)
- Humanitats [134]
Rights
© The Author(s) (2023). Published by Oxford University Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/