Writing Development Under CLIL Provision

Gené-Gil, Maria; Juan-Garau, María; Salazar-Noguera, Joana

doi:10.1007/978-3-319-11496-5_9

Cited by 9 publications

(4 citation statements)

References 13 publications

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“…A general advantage in English proficiency has been repeatedly reported for learners enrolled in CLIL programs when compared to learners who only receive EFL lessons (Dalton-Puffer, 2008). In the Spanish context, CLIL students have been shown to surpass non-CLIL students in reading comprehension (Lorenzo, Casal & Moore, 2010;Navés, 2011;Pérez-Vidal & Roquet, 2015;Prieto-Arranz, Rallo Fabra, Calafat-Ripoll & Catrain-González, 2015), vocabulary (Jiménez-Catalán & Ruiz de Zarobe, 2009;Moreno Espinosa, 2009), fluency, and lexical and syntactic complexity in written productions (Gené-Gil, Juan-Garau, & Salazar-Noguera, 2015;Lasagabaster, 2008;Lorenzo et al, 2010;Navés & Victori, 2010;Pérez-Vidal & Roquet, 2015;Ruiz de Zarobe, 2010). CLIL has also been shown to improve oral production (Lasagabaster, 2008;Lorenzo et al, 2010;Ruiz de Zarobe, 2008) and metacognitive awareness for selecting appropriate learning strategies (Ruiz de Zarobe & Zenotz, 2012.…”

Section: The Clil Advantagementioning

confidence: 97%

Assessing the development of second language syntax in Content and Language Integrated Learning

Ortiz

2020

LFE

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Este estudio examinó la efectividad del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) respecto al dominio del inglés y la incorporación de su sintaxis en un grupo de estudiantes andaluces. Alumnos de instituto (n = 22) matriculados en clases AICLE y clases no-AICLE del mismo centro educativo (I.E.S. Mariana Pineda) realizaron un examen de inglés adaptado de la Prueba de Evaluación de Bachillerato para el Acceso a la Universidad. Se evaluó el grado de desarrollo de la sintaxis del inglés en los alumnos empleando una prueba de Imitación Elicitada (EI) en conjunción con un diseño experimental basado en las propiedades sintácticas del inglés. Se incluyeron como covariables en el análisis el nivel académico y socioeconómico previos a la intervención, así como el sexo del alumnado. Los alumnos AICLE obtuvieron mejores resultados que los no-AICLE en la prueba sintáctica (p = 0.002) y en el examen de inglés (p < 0.001). Los resultados evidenciaron una correlación significativa positiva entre la puntuación obtenida en el examen inglés y en la prueba EI para el grupo AICLE (p < 0.01), pero no para el no-AICLE (p = 0.39). Estos resultados proponen una metodología para evaluar la sintaxis inglesa de los estudiantes CLIL.

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Section: The Clil Advantagementioning

confidence: 97%

Assessing the development of second language syntax in Content and Language Integrated Learning

Ortiz

2020

LFE

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“…They found that written texts had more descriptive relational processes, a higher proportion of definition, features of deeper argumentation, and a wider use of modal expressions in comparison to a non-language-driven CLIL classroom. Another research study in which affirmative results were evident was carried out by Gené-Gil, Juan-Garau, and Salazar-Noguera (2015). They carried out a longitudinal study in a Catalan bilingual secondary school and analyzed how the context of learning affected the written production in bilingual secondary education.…”

Section: Literature Reviewmentioning

confidence: 99%

Language-Driven CLIL: Developing Written Production at the Secondary School Level

Chumbay¹,

Ochoa²

2020

ELT

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This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.

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“…Moreover, studies that have investigated CLIL's impact on students' writing competence have found advantages of CLIL classes over traditional EFL classes in promoting writing competence in English (Gené-Gil, Juan-Garau, & Salazar-Noguera, 2015;Perez & Ramiro, 2015). Thus, there was a need to conduct the present study to examine the impact of the CLIL course on the students' writing competence in English and to measure their attitudes toward the implementation of CLIL.…”

Section: Introductionmentioning

confidence: 99%

“…In a CLIL class, where students feel more invested in the learning task because the content resembles academic content they encounter in their major classes, it would be safe to assume that their attitudes will be more positive than if the content consisted of mostly abstract linguistic rules and semantic meanings. Next, arguments for the benefits of implementing CLIL were bolstered by policy-makers, teachers, and parents alike (Hüttner, Dalton-Puffer, & Smit, 2013;Gené-Gil, Juan-Garau, & Salazar-Noguera, 2015). De Zarobe (2013), for example, reviewed CLIL implementation as a top-down movement from policy-makers to individual initiatives by teachers, parents, and school administrations in different European countries.…”

Section: Introductionmentioning

confidence: 99%

Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

Alrabah

2017

IJEL

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The study targeted a group of 27 students at a college in Kuwait who were enrolled in a Content and Language Integrated Learning (CLIL) English course during the academic year 2015-2016. The purpose of the study was to monitor students' assessments of their writing competence in English and to measure their attitudes toward the CLIL course. Data collection utilized a total of five focus-group interviews with the students which were recorded and transcribed, and a category system was generated to describe the commonalities in the participants' responses. Additionally, an online survey using Google Forms was based on the categories delineated from the interview data. The Microsoft Excel program was used for counting the means, standard deviations, and percentages for each of the survey items. The results of the study indicated that the majority of the students (80%) thought that the CLIL course enhanced their writing competence both within and beyond the sentence level. Writing skills within the sentence level included the accurate use of punctuation marks and capitalization rules. Writing skills beyond the sentence level included paragraph organization, use of proper transition words, and writing cause-and-effect paragraphs. Approximately 20% of the students did not think CLIL improved their writing competence beyond the sentence level. Furthermore, the students displayed highly positive attitudes toward all aspects of the CLIL course. Implications were drawn for specialized teacher training to cope with the demands of CLIL courses, and longitudinal studies to track students' development of writing competence over time.

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Writing Development Under CLIL Provision

Cited by 9 publications

References 13 publications

Assessing the development of second language syntax in Content and Language Integrated Learning

Assessing the development of second language syntax in Content and Language Integrated Learning

Language-Driven CLIL: Developing Written Production at the Secondary School Level

Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

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