CLIL and Educational LevelA Longitudinal Study on the Impact of CLIL on Language Outcomes

  1. María Luisa Pérez Cañado 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2018

Número: 29

Páginas: 51-70

Tipo: Artículo

DOI: 10.30827/DIGIBUG.54022 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

This article reports on a longitudinal study carried out with 1,033 CLIL students and 991 EFL learners in 53 public, private, and charter schools across 12 Spanish provinces into the effects of CLIL on foreign language achievement (grammar, vocabulary, reading, listening, and speaking). The evolution of the bilingual and non-bilingual strands, which were matched on a pre-test in terms of English level, verbal intelligence and motivation, from Primary Education to Compulsory Secondary Education to Baccalaureate is traced through the administration of post- and delayed post-tests. In addition to these intergroup comparisons, intragroup development is also examined to determine the evolution of both the CLIL and the non-CLIL students across educational levels in terms of the linguistic components and skills. Finally, discriminant analyses are performed with all the intervening variables of the study (motivation, verbal intelligence, extramural exposure to English, setting, and socioeconomic status) in order to determine whether CLIL is truly responsible for the differences ascertained or whether other variables account for a greater proportion of the variance.

€ Ver financiación

Información de financiación

This work was supported by the Spanish Ministry of Economy and Competitiveness, under Grant FFI2012-32221, and by the Junta de Andalucía, under Grant P12-HUM-23480. We would also like to thank the school management and the students who participated in the study

Financiadores

Referencias bibliográficas

  • Admiraal, W., Westhoff, G. and de Bot, K. (2006). “Evaluation of bilingual secondary education in The Netherlands: Students’ language proficiency”, in English Educational Research and Evaluation, 12, 1: 75-93.
  • Bruton, A. (2011a). “Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010)”, in Applied Linguistics, 2011: 1–7.
  • Bruton, A. (2011b). “Is CLIL so beneficial, or just selective? Re-evaluating some of the research”, in System, 39, 523–532.
  • Bruton, A. (2013). “CLIL: Some of the reasons why... and why not”, in System 41: 587–597. Commission of the European Communities. (1995). White paper on education and training. Teaching and learning. Towards the Learning Society. Available from: http://ec.europa.eu/ white-papers/index_en.htm#block_13, accessed 10 May, 2017.
  • Cummins, J. (1999). “Alternative paradigms in bilingual education research: Does theory have a place?”, in Educational Researcher, 28, 7: 26–32.
  • Dallinger, S., Jonkmann, K., Hollm, J. and Fiege, C. (2016). “The effect of content and language integrated learning on students’ English and history competences: Killing two birds with one stone?”, in Learning and Instruction, 41: 23-31.
  • Dalton-Puffer, C. (2011). “Content-and-Language Integrated Learning: From practice to principles?”, in Annual Review of Applied Linguistics, 31: 182–204.
  • Fernández Fontecha, A. (2009). “Spanish CLIL: Research and official actions”, in Y. Ruiz de Zarobe and R. M. Jiménez Catalán (eds.), Content and Language Integrated Learning. Evidence from research in Europe. Bristol: Multilingual Matters, 3-21.
  • Hughes, S. (2010). “The effectiveness of bilingual education: A case study”. Paper presented at the 25th GRETA Convention: Celebrating 25 Years of Teacher Inspiration. Granada: University of Granada.
  • Jáimez Muñoz, S. (2007). “Glossary related to the Plurilingualism Promotion Plan: A language policy for Andalusia”, in GRETA. Revista para Profesores de Inglés, 15, 1and 2: 67-79.
  • Jäppinen, A. K. (2005). “Thinking and content learning of Mathematics and Science as cognitional development in Content and Language Integrated Learning (CLIL): Teaching through a foreign language in Finland”, in Language and Education, 19, 2: 147-168.
  • Lasagabaster, D. and Ruiz de Zarobe, Y. (2010). “Ways forward in CLIL: Provision issues and future planning”, in D. Lasagabaster and Y. Ruiz de Zarobe (eds.), CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne: Cambridge Scholars Publishing, 278–295.
  • Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins Publishing Company.
  • Madrid, D. and Barrios, E. (2018). “CLIL across diverse educational settings: Comparing programmes and school types”, in Porta Linguarum 29, 29-50.
  • Madrid, D., Bueno, A., and Ráez, J. (In press). “Investigating the effects of CLIL on language attainment: Instrument design and validation”, in M. L. Pérez Cañado (ed.), Content and Language lntegrated Learning in monolingual settings: New lnsights from the Spanish context. Amsterdam: Springer.
  • Marsh, D. and Langé, G. (eds.). (2000). Using languages to learn and learning to use languages. Finland: University of Jyväskylä.
  • Paran, A. (2013). “Content and language integrated learning: Panacea or policy borrowing myth?”, in Applied Linguistics Review, 4, 2: 317–342.
  • Pelechano, V. (1994). “Prueba MA”, in Análisis y Modificación de la Conducta, 20: 71-72.
  • Pérez Cañado, M. L. (2012). “CLIL research in Europe: Past, present, and future”, in International Journal of Bilingual Education and Bilingualism, 15, 3: 315–341.
  • Pérez Cañado, M. L. (2016). “Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge”, in Applied Linguistics Review, DOI: 10.1515/ applirev-2016-2001.
  • Pérez Cañado, M. L. and Lancaster, N. K. (2017). “The effects of CLIL on oral comprehension and production: A longitudinal case study” in Language, Culture, and Curriculum 30, 3: 300-316.
  • Pérez Cañado, M.L. and Ráez Padilla, J. (2015). “Introduction and overview”, in D. Marsh, M .L. Pérez Cañado and J. Ráez Padilla (eds.), CLIL in action: Voices from the classroom. Newcastle upon Tyne: Cambridge Scholars Publishing, 1-12.
  • Piesche, N., Jonkmann, K., Fiege, C. and Kebler, J. (2016). “CLIL for all? A randomised controlled field experiment with sixth-grade students on the effects of content and language integrated science learning”, in Learning and Instruction, 44: 108-116.
  • Pladevall-Ballester, E. and Vallbona, A. (2016). “CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills”, in System, 58: 37-48.
  • Rallo Fabra, L., and Jacob, K. (2015). “Does CLIL enhance oral skills? Fluency and pronunciation errors by Spanish-Catalan learners of English”, in M. Juan-Garau and J. Salazar Noguera (eds.), Content-based language learning in multilingual educational environments. Amsterdam: Springer, 163-177.
  • Ruiz de Zarobe, Y. (2008). “CLIL and foreign language learning: A longitudinal study in the Basque Country”, in International CLIL Research Journal 1, 1: 60-73.
  • Ruiz de Zarobe, Y. (2011). “Which language competencies benefit from CLIL? An insight into Applied Linguistics research”, in Y. Ruiz de Zarobe, J. M. Sierra, and F. Gallardo del Puerto (eds.), Content and foreign language integrated learning. Contributions to multilingualism in European contexts. Frankfurt-am-Main: Peter Lang, 129-153.
  • Santamaría, P. Arribas, D., Pereña, J. and Seisdedos, N. (2016). EFAI. Evaluación Factorial de las Aptitudes Intelectuales. Madrid: TEA Ediciones.
  • Serra, C. (2007). “Assessing CLIL at primary school: A longitudinal study”, in International Journal of Bilingual Education and Bilingualism, 10, 5: 582-602.
  • Surmont, J. Struys, E., Van Den Noort, M. and Van De Craen, P. (2016). “The effects of CLIL on mathematical content learning: A longitudinal study”, in Studies in Second Language Learning and Teaching, 6, 2: 319-337.
  • Wolff, D. (2005). “Approaching CLIL”, in D. Marsh (coord.), The CLIL quality matrix. Central workshop report. Available from: http://www.ecml.at/mtp2/CLILmatrix/pdf/wsrepD3E2005_6. pdf, accessed 10 May, 2017.
Fuente de los datos: Dialnet