The impact of content and language integrated learning (clil) on valencian secondary education students' english language acquisition and academic achievementa case study

Resumen

This longitudinal mixed-methods study on three groups of students, their teachers and their parents seeks to furnish new data on the effects of CLIL implementation in the Valencian multilingual context, a Spanish region conspicuous for its scarcity of solid empirical research on the topic. To this end, our first objective involves measuring the satisfaction generated by a particular CLIL scheme in its principal stakeholders (students, teachers, parents) and identifying the weaknesses, strengths, opportunities, and threats of the programme at all the curricular and organizational levels (competencies, methods, materials and resources, evaluation, teacher training, mobility programmes, workload and coordination and organisation). The second goal of this thesis is to consider the impact of the CLIL programme on the development of students# English linguistic competence by assessing their attainment in grammar, vocabulary, the receptive skills (reading and listening) and the productive skills (writing and speaking). Lastly, our third objective is to evaluate the effects of the aforementioned scheme on pupil performance in other subjects: Spanish, the regional language (Valencian) and the content subject taught in the foreign language (Ethics). Lastly, and considering the pressing need for empirical research in our region, we have strived to present a rigorous monitoring of the effects of a CLIL programme and the sentiments of its stakeholders to better understand the main hurdles to be tackled in the forthcoming future. We hope that our positive results shed some light on the true potential of CLIL in our specific context and contribute to push forward its research and implementation in the region of Valencia.