CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills

Pladevall-Ballester, Elisabet; Vallbona, Anna

doi:10.1016/j.system.2016.02.009

Cited by 50 publications

(28 citation statements)

References 13 publications

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“…Thus, at the end of Primary Education, CLIL students already outstrip their EFL counterparts on all the linguistic aspects sampled. Our results consequently run counter to those studies which did not find differences between bilingual and non-bilingual groups at this educational stage (Serra, 2007;Pladevall-Ballester & Vallbona, 2016). They fall in line, however, with other investigations which found that, in the long term, CLIL improved productive more than receptive skills (Admiraal et al, 2006;Pérez Cañado & Lancaster, 2017).…”

Section: Across-cohort Comparisoncontrasting

confidence: 99%

CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

Cañado¹

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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Section: Across-cohort Comparisoncontrasting

confidence: 99%

CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

Cañado¹

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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“…However, CLIL learners in the 4 th grade of Primary School significantly outperformed their non-bilingual peers in global comprehension and identification of details, which are core skills of oral reception and predictors of listening comprehension proficiency. This finding might indicate that the process of English acquisition is moving in the right direction, but in line with previous research (Lasagabaster, 2008;Navés, 2011), oral comprehension appears to be an arduous skill to significantly improve by means of CLIL, and particularly in Primary School (Nieto-Moreno de Diezmas, 2016b; Pérez Cañado, 2018;Pladevall-Ballester & Vallbona, 2016), mainly due to the age and level of cognitive development of students among other factors.…”

Section: Discussionsupporting

confidence: 87%

“…Additionally, as several authors suggest, the time factor is key for CLIL to be successful in attaining its objectives (Merino & Lasagabaster, 2018;Nieto-Moreno de Diezmas, 2016b;Pladevall-Ballester & Vallbona, 2016;San Isidro & Lasagabaster, 2018). The participants in CLIL, and particularly pupils, need time to adapt to bilingual education, and in addition, CLIL requires a sufficient amount of hours to produce significant advantages (Ruiz de Zarobe, 2007).…”

Section: Oral Comprehension In Primary Education (4pe)mentioning

confidence: 99%

The Acquisition of L2 Listening Comprehension Skills in Primary and Secondary Education Settings: A Comparison Between Clil and Non-Clil Student Performance

Diezmas

2018

RLA

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This study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4 th grade of Primary Education (9-10 years old), and CLIL (n=2,680), and non-CLIL students (n=17,638) in the 2 nd year of Secondary Education (13-14 years old) were compared regarding their oral comprehension skills. Results showed no differences between CLIL and non-CLIL groups in Primary Education, while in Secondary School, the CLIL group significantly outperformed the non-CLIL group in the overall results of listening and in every oral comprehension subskill evaluated, and differences were higher in the most complex listening tasks. These findings seem to suggest that CLIL programs are more effective to promote the acquisition of listening skills in the target language in secondary than in primary school settings. The age of students, along with other contextual differences between the CLIL programme in Primary and in Secondary School might explain these results.

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“…The last primary school study (Pladevall-Ballester and Vallbona, 2016) was conducted in the Spanish bilingual region of Catalonia in which Catalan, the language of instruction, together with Spanish, are the majority languages, and English is taught as the main foreign language in mainstream education. CLIL was initially the approach adopted to revitalize Catalan after the Spanish dictatorship.…”

Section: Primary Education Outcomesmentioning

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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CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills

Cited by 50 publications

References 13 publications

CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

The Acquisition of L2 Listening Comprehension Skills in Primary and Secondary Education Settings: A Comparison Between Clil and Non-Clil Student Performance

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

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