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The impact of CLIL on the acquisition of L2 competences and skills in primary education

Nieto Moreno de Diezmas, Esther

International journal of English studies, 2016-01, Vol.16 (2), p.81 [Periódico revisado por pares]

Murcia: Universidad de Murcia, Facultad de Letras

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Título:
The impact of CLIL on the acquisition of L2 competences and skills in primary education
Autor: Nieto Moreno de Diezmas, Esther
Assuntos: Bilingual Education ; Bilingual Students ; Bilingualism ; Classrooms ; Cognition & reasoning ; Communication ; Communicative competence ; Communicative Competence (Languages) ; Comparative Analysis ; Content and language integrated learning ; Control Groups ; Course Content ; Data Analysis ; Elementary education ; Elementary School Students ; English (Second Language) ; English as a second language instruction ; Foreign Countries ; Grade 4 ; Instructional Effectiveness ; Language ; Language of Instruction ; Learning Activities ; Listening ; Listening comprehension ; Listening Skills ; Oral Language ; Outcomes of Education ; Primary Education ; Reading ; Reading comprehension ; Reading Skills ; Second Language Instruction ; Second Language Learning ; Second language writing ; Secondary schools ; Semantics ; Skills ; Spacetime ; Spanish ; Students ; Studies ; Teaching Methods ; Thinking Skills ; Writing ; Writing Skills
É parte de: International journal of English studies, 2016-01, Vol.16 (2), p.81
Descrição: The aim of this paper is to provide new evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of English language competences (reading, writing, listening and spoken production and interaction) compared to traditional learning of English as a foreign language (EFL) in primary school settings. To do so, results of CLIL and non-CLIL learners enrolled in the 4 th year of primary education (9-10-year-olds) were examined and contrasted. Findings showed that the only communicative competence in which differences in favour of CLIL students were significant was spoken production and interaction. However, significant differences have also been detected in the following indicators: “preparing an outline before writing” (writing), “understanding space-time relations” (reading), and “global comprehension” and “identification of details” (listening). The confined effectiveness of CLIL may be due to the limited time of extra exposure to English, the young age of participants and the absence of any selection process for CLIL learners.
Editor: Murcia: Universidad de Murcia, Facultad de Letras
Idioma: Inglês

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The impact of CLIL on the acquisition of L2 competences and skills in primary education

Nieto Moreno de Diezmas, Esther

Murcia: Universidad de Murcia, Facultad de Letras

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