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The Effects of CLIL on FL Learning: A Longitudinal Study

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Content and Language Integrated Learning in Monolingual Settings

Part of the book series: Multilingual Education ((MULT,volume 38))

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Abstract

This article reports on a longitudinal study conducted with Content and Language Integrated Learning (CLIL) and English as a Foreign Language (EFL) students in seven public and private schools situated in the Spanish monolingual community of Andalusia, more concretely in the province of Jaén. This research aims at evaluating the impact of CLIL on the development of 223 students’ English linguistic competence by assessing their attainment in grammar, vocabulary, reading, listening and speaking. To this end, the bilingual and the non-bilingual strands were matched on a pre-test in terms of English level, verbal intelligence and motivation and they were then administered post- and delayed post-tests to trace their progress from Primary Education to Compulsory Secondary Education to Baccalaureate. Within-cohort and across-cohort comparisons are carried out in order to determine the evolution of both CLIL and non-CLIL students in the different educational levels in terms of the linguistic components and skills. Discriminant analyses are finally carried out taking into account all the intervening variables considered in the study, with the objective of determining if CLIL is actually responsible for the differences detected or if, on the contrary, other variables account for a greater proportion of the variance.

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Notes

  1. 1.

    The results corresponding to the writing skill are not included in this article since they are still under analysis.

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Acknowledgements

This work was supported by the Spanish Ministry of Economy and Competitiveness [research grant number FFI2012-32221] and the Government of Andalusia [research grant number HUM 2348] (Project: The Effects of Content and Language Integrated Learning in Monolingual Communities: A Large-Scale Evaluation).

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Authors and Affiliations

  1. University of Jaén, Jaén, Spain

    María del Mar Gálvez Gómez

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  1. María del Mar Gálvez Gómez
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Correspondence to María del Mar Gálvez Gómez .

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  1. Departamento de Filología Inglesa, Universidad de Jaén, Jaén, Spain

    María Luisa Pérez Cañado

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Gálvez Gómez, M.d.M. (2021). The Effects of CLIL on FL Learning: A Longitudinal Study. In: Pérez Cañado, M.L. (eds) Content and Language Integrated Learning in Monolingual Settings. Multilingual Education, vol 38. Springer, Cham. https://doi.org/10.1007/978-3-030-68329-0_8

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  • DOI: https://doi.org/10.1007/978-3-030-68329-0_8

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