CLIL as a Way to Multilingualism

Autor/inn/en	Merino, Jon Ander; Lasagabaster, David
Titel	CLIL as a Way to Multilingualism
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 1, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1128386
Schlagwörter	Second Language Learning; Second Language Instruction; Multilingualism; Language of Instruction; Teaching Methods; Course Content; Native Language; Languages; Spanish; English (Second Language); Experimental Groups; Control Groups; Scores; Longitudinal Studies; Secondary School Students; Language Tests; Foreign Countries; Geographic Regions; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Language; Sprache; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Language test; Sprachtest; Ausland; Statistische Analyse; Spanien
Abstract	Content and language integrated learning (CLIL) programmes are mushrooming in many different contexts. However, research has mainly focused on their impact on foreign language learning and to a lesser extent on L1 development, whereas the number of studies undertaken in multilingual contexts in which more than two languages coexist is negligible. In an attempt to fill this gap, the overall aim of this research study was to examine the effect of CLIL on the learning of three languages in contact, namely English, Basque and Spanish in the Basque Country, Spain. With this objective in mind, two test rounds were conducted in a longitudinal study spanning one year and in which 285 secondary education students took part. The results revealed significantly higher scores on the part of the CLIL students in English (which represents the L3 and the foreign language in this context) in both test rounds, although a similar linguistic development between the experimental CLIL and the control non-CLIL groups was observed. Additionally, no significant differences were found in the students' L1 and L2 development (Spanish and Basque), despite the fact that CLIL students had a lower exposure to Basque in the school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01