Learning Strategies in CLIL Classrooms: How Does Strategy Instruction Affect Reading Competence over Time?

Autor/inn/en	Ruiz de Zarobe, Yolanda; Zenotz, Victoria
Titel	Learning Strategies in CLIL Classrooms: How Does Strategy Instruction Affect Reading Competence over Time?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 3, S.319-331 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1391745
Schlagwörter	Learning Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Course Content; Multilingualism; Intervention; Reading Comprehension; Reading Strategies; Control Groups; Experimental Groups; Teaching Methods; Language of Instruction; Comparative Analysis; Spanish; Languages; Pretests Posttests; Reading Instruction; Achievement Gains; Foreign Countries; Geographic Regions; Quasiexperimental Design; Content Area Reading; Astronomy; Reading Tests; Metacognition; Elementary School Students; Secondary School Students; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Mehrsprachigkeit; Multilingualismus; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Spanisch; Language; Sprache; Leseunterricht; Achievement gain; Leistungssteigerung; Ausland; Sinnerfassendes Lesen; Astronomie; Lesetest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Statistische Analyse; Spanien
Abstract	This article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental and control groups in CLIL classrooms, where a number of subjects are taught through the L3: English. Findings indicate that reading awareness and strategy use were enhanced following the training. While both the control and the experimental group improved over time, the experimental group showed statistically significant gains in reading comprehension, outperforming the control group. Furthermore, this difference was maintained over a two-year period, with the experimental group showing a marked improvement in reading competence. This study has implications for the fields of learning strategies and instructional strategies with respect to children learning a foreign language in CLIL contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01