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Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language attitudes. The present study examines how language learning motivation develops over the course of two academic years in two types of instruction setting (CLIL and non-CLIL) with equal but low exposure to the FL and in two types of CLIL subject (science and arts and crafts). Data were collected from four primary schools in fifth and sixth grades by means of a motivation questionnaire. Differences between groups are observable in relation to the second language (L2) learning experience dimension of motivation in favour of the CLIL learners, who increased their motivation over time. Type of CLIL subject was found to be relevant also only in relation to the L2 learning experience dimension of motivation. Even in low exposure contexts, FL motivation is promoted and maintained over time by adding CLIL to the language experience of young learners.

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This study compares the development of English receptive skills of two groups of Spanish primary school children who were exposed to two different content and language integrated learning (CLIL) subjects, science and arts and crafts (A&C), during two academic years. Participants were also divided into level groups to explore if their level of English at the beginning of the study influenced language development. Science students generally obtained better results than A&C students but such differences became significant only in the case of listening skills after a certain amount of exposure had been accumulated, once the CLIL implementation process was over and all stakeholders had adapted to it. Low achievers improved more than stronger students and benefitted more from Science than from A&C CLIL, particularly in relation to their listening comprehension skills.Este estudio compara el desarrollo de las habilidades receptivas en inglés de dos grupos de estudiantes españoles de educación primaria que fueron expuestos a dos asignaturas AICLE, Ciencias y Plástica respectivamente, durante dos cursos académicos. Los participantes fueron divididos en grupos de nivel para analizar si su nivel de competencia lingüística al inicio del estudio tuvo algún efecto en el desarrollo de las destrezas lingüísticas analizadas durante el estudio. Los estudiantes expuestos a AICLE en Ciencias obtuvieron resultados significativamente mejores en la comprensión auditiva que los que fueron expuestos a AICLE en Plástica, después de haber acumulado exposición a la lengua y una vez que el proceso de implantación AICLE había finalizado y todos los participantes se habían adaptado al cambio de enfoque de instrucción. Los estudiantes cuya competencia lingüística era más baja al inicio del estudio progresaron más que los estudiantes con una competencia lingüística superior, en especial dentro del grupo AICLE de Ciencias y en relación a la comprensión auditiva.Palabras clave: AICLE, aprendices jóvenes, habilidades de comprensión auditiva y lectora, estudiantes con un nivel de competencia lingüística bajo/ alto

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In content and language integrated learning (CLIL) programmes, attention to language can be easily overlooked behind the assumption that language learning will take place incidentally. This study aimed at analysing the effects of a balanced integration of content and language on fifth graders’ foreign language (FL) oral performance. Two groups of participants had been doing CLIL in the form of an Information and Communication Technology (ICT) subject as of first grade, and yet observations revealed an important lack of focus on form in these lessons. CLIL materials and lessons that provided enough attention to language were designed and implemented for three months only in one of the groups. Students were assessed on their FL fluency and complexity before and after the treatment. Results revealed higher gains in speech rate and number of minimal contributions and a significantly lower L1 reliance in the case of the treatment group.