The Impact of CLIL on the Acquisition of L2 Competences and Skills in Primary Education

Autor/in	Nieto Moreno de Diezmas, Esther
Titel	The Impact of CLIL on the Acquisition of L2 Competences and Skills in Primary Education
Quelle	In: International Journal of English Studies, 16 (2016) 2, S.81-101 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Course Content; Teaching Methods; Elementary School Students; Outcomes of Education; Instructional Effectiveness; Communicative Competence (Languages); Grade 4; Spanish; Bilingual Education; Language of Instruction; Foreign Countries; Comparative Analysis; Reading Skills; Writing Skills; Listening Skills; Oral Language; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Unterrichtserfolg; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; School year 04; 4. Schuljahr; Schuljahr 04; Spanisch; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Ausland; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Spanien
Abstract	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 4th 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. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01