The Impact of CLIL on Pluriliteracy Development and Content Learning in a Rural Multilingual Setting: A Longitudinal Study

Autor/inn/en	San Isidro, Xabier; Lasagabaster, David
Titel	The Impact of CLIL on Pluriliteracy Development and Content Learning in a Rural Multilingual Setting: A Longitudinal Study
Quelle	In: Language Teaching Research, 23 (2019) 5, S.584-602 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817754103
Schlagwörter	Multilingualism; English (Second Language); Language of Instruction; Course Content; Teaching Methods; Language Proficiency; Longitudinal Studies; Romance Languages; Native Language; Program Implementation; Rural Schools; Comparative Analysis; Spanish; Foreign Countries; Second Language Learning; Secondary School Students; Academic Achievement; Outcomes of Education; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Romanische Sprache; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Spanisch; Ausland; Zweitsprachenerwerb; Sekundarschüler; Schulleistung; Lernleistung; Schulerfolg; Spanien
Abstract	Although CLIL (content and language integrated learning) programmes are now globally expanding, the number of studies that have examined their impact on both multiple language learning (students' L1, L2 and English as a foreign language) and content learning are scarce. This study investigates the effects of a CLIL programme implemented in a rural multilingual school context in Galicia, Spain. Bearing in mind the deficiencies identified in previous CLIL research, this two-year longitudinal study secured the homogeneity of the CLIL and non-CLIL samples (n = 44) before the actual implementation of the CLIL approach. Although both groups improved their competence in English after two years, the CLIL cohort made significantly greater progress. Interestingly, the CLIL students also outperformed their non-CLIL counterparts in both Spanish and Galician over the two school years, whereas content learning was not negatively affected. In the conclusions the importance of paying heed to the pedagogical features and the methodology employed in CLIL settings is underscored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01