CLIL in Context: Profiling Language Abilities

Pérez-Vidal, Carlos; Roquet, Helena

doi:10.1007/978-3-319-11496-5_14

Cited by 13 publications

(2 citation statements)

References 28 publications

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“…At secondary level Spanish studies also had the lion’s share. In Barcelona Pérez-Vidal and Roquet (2015) investigated the effects of a newly introduced CLIL programme which was carefully designed by a team of university experts, in order to identify which areas of L2 competence benefitted the most from CLIL instruction. Two different groups of Catalan/Spanish bilingual learners were analysed longitudinally over one academic year.…”

Section: Resultsmentioning

confidence: 99%

Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies

Goris

Denessen

2019

European Educational Research Journal

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Content and language integrated learning (CLIL), an educational approach in which subject matter and a foreign language – predominantly English – are taught and learnt side by side, has developed into a very popular educational innovation in most European countries. A host of research studies have shown its benefits, and discuss favourable effects especially with respect to L2 gains. However, critical voices have underscored the fact that CLIL attracts or selects mainly high-achieving learners. Hence, the question arises whether it is justified to attribute improved L2 performance mainly to the CLIL intervention, or to favourable learner characteristics. Several reviews of literature were published in the past, but due to a lack of longitudinal findings no conclusive evidence about the added value of CLIL in the process of L2 learning could be produced. The present review aims to fill this void and has undertaken a search of two decades of longitudinal studies into the effects of CLIL on various linguistic skills in the field of English as a foreign language. The findings indicate that robust studies were undertaken in only a limited number of European countries, and that only a few of them were large scale. Yet, the conclusions provide clear indications regarding the contexts in which CLIL leads to significantly better L2 results.

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Section: Resultsmentioning

confidence: 99%

Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies

Goris

Denessen

2019

European Educational Research Journal

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“…Publications exploring this area reveal that clil-based instruction showed improvements in terms of linguistic accuracy (Lamsfuß-Schenk, 2002;Lasagabaster, 2008;Pérez-Vidal & Roquet, 2015;Ruiz de Zarobe, 2008) if contrasted with traditional instruction.…”

Section: Language Awarenessmentioning

confidence: 99%

Integrating Assessment in a CLIL-Based Approach for Second-Year University Students

Barra¹,

Veloso²,

Maluenda³

2018

Profile: Issues Teach. Prof. Dev.

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Incorporación de la evaluación basada en el aprendizaje integrado de contenidos y lenguas extranjeras para estudiantes universitarios de segundo año Erika De la Barra* Sylvia Veloso** Lorena Maluenda*** Universidad Chileno-Británica de Cultura, Santiago, Chile This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (clil) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative and qualitative sources to evaluate students' oral production and linguistic awareness, and to gather information on students' opinions concerning the intervention. The findings suggest that the implementation of the instruments was successful in terms of raising students' language awareness in oral production and provided us with valuable insights regarding their perceptions of a new sort of assessment as part of their learning process.Key words: Assessment, content and language integrated learning, linguistic awareness, oral production, rubric.Este artículo examina la intervención, a través del diseño e implementación de dos rúbricas basadas en las teorías surgidas del enfoque del aprendizaje integrado de contenidos y lenguas extranjeras para evaluar competencias orales en inglés de un grupo de estudiantes universitarios de segundo año en un curso de contenido dictado en ese idioma. La recolección de datos contempló fuentes cuantitativas y cualitativas para evaluar su producción oral y conciencia lingüística, y para recabar sus opiniones de la intervención. Los resultados sugieren que la implementación de los instrumentos fue exitosa al mejorar la conciencia lingüística de esos estudiantes en la producción oral y nos proporcionó información valiosa relacionada con sus percepciones sobre nuevos tipos de evaluación como parte de su proceso de aprendizaje.Palabras clave: aprendizaje integrado de contenidos y lenguas extranjeras, conciencia lingüística, evaluación, producción oral, rúbrica.

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