The linguistic impact of a CLIL Science programme: An analysis measuring relative gains

Pérez-Vidal, Carlos; Roquet, Helena

doi:10.1016/j.system.2015.05.004

Cited by 28 publications

(17 citation statements)

References 14 publications

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“…These findings confirm our previous analyses (Bulon et al, 2017) and make a strong case for the CLIL approach as enhancing L2 writing, particularly with respect to fluency and lexical diversity. In this sense, our findings are in line with similar results found internationally (Dalton-Puffer, 2008;Gené-Gil et al, 2015;Jexenflicker & Dalton-Puffer, 2010;Lahuerta Martínez, 2015;Lo & Murphy, 2010;Pérez-Vidal & Roquet, 2015;Ruiz de Zarobe, 2010;Zydatiß, 2007).…”

Section: Discussionsupporting

confidence: 93%

“…Lahuerta Martínez ( 2015) investigated the writing of learners following bilingual and non-bilingual programs and noticed that the bilingual group surpassed the non-bilingual group in all the fluency, accuracy and lexical complexity measures. Pérez-Vidal and Roquet (2015) identified larger gains in accuracy, syntactic and lexical complexity in the writing of learners who received extra CLIL hours. Isidro and Lasagabaster (2018) found that both CLIL and non-CLIL students improved their competence in L2 English after two years of TL instruction, with significantly greater progress found in the CLIL group.…”

Section: Clil Inputmentioning

confidence: 95%

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Effects of input on L2 writing in English and Dutch

Mensel

Bulon²,

Hendrikx³

et al. 2020

JICB

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This study aims to explore the impact of formal and informal input on learners’ variability in writing, and to compare two target-language conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model shows that CLIL is a significant predictor of L2 outcomes for both target languages, but that the relative impact of formal and informal input differs depending on the target language. In short, the amount of formal language exposure predicts the outcomes of the written productions of the learners of English, and the frequency of informal exposure those of the learners of Dutch. We argue that this observation is likely related to the difference in status that each of these languages holds among the pupils in our sample. The findings thus highlight the importance of the L2 status in research on CLIL, since different L2s can yield different results.

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Section: Discussionsupporting

confidence: 93%

Section: Clil Inputmentioning

confidence: 95%

Effects of input on L2 writing in English and Dutch

Mensel

Bulon²,

Hendrikx³

et al. 2020

JICB

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“…CLIL can be defined as an approach in which 'a language different from the domestic languages is used as the medium of instruction for curricular subjects' (Pérez-Vidal & Roquet, 2015). This way the target language is used in a context of real and meaningful communication (Llinares & Morton, 2010;Lorenzo, Casal, & Moore, 2010).…”

Section: Definition and Features Of Clilmentioning

confidence: 99%

The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time

Segura

Roquet

Pérez-Vidal

2021

JLE

Self Cite

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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 fill 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 efficacy 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 proficiency 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.

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“…CLIL suggests that the main component of educational disciplines should be the flow of incoming information, perceiving which students should focus on the meaning, and not on the grammatical form of statements (Abdulrahman & Abu-Ayyash, 2019;Catalán & Llach, 2017). In practice, this effect is difficult to achieve, especially considering that the level of mastery of the English language of students in non-linguistic universities is of a different level (Abramova & Shishmolina, 2017;Pérez-Vidal & Roquet, 2015). Thus, the problems of implementing CLIL integration in the higher education system arise, both during its conceptualization and in the implementation process.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Competence Development Using Clil Among Students in Russian Universities

Latypova

2020

HSSR

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Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities. Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (Н5). Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach. Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages. Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.

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The linguistic impact of a CLIL Science programme: An analysis measuring relative gains

Cited by 28 publications

References 14 publications

Effects of input on L2 writing in English and Dutch

Effects of input on L2 writing in English and Dutch

The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time

Foreign Language Competence Development Using Clil Among Students in Russian Universities

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