Lázaro Ibarrola, Amparo
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Lázaro Ibarrola
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Amparo
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Ciencias humanas y de la educación
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I-COMMUNITAS. Institute for Advanced Social Research
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Publication Open Access The impact of CLIL intensity and extramural English on the receptive skills of young EFL learners: CLIL intensity and extramural English(John Benjamins Publishing, 2025-04-28) Lázaro Ibarrola, Amparo; Roothooft, Hanne; Ciencias humanas y de la educación; Giza eta Hezkuntza ZientziakResearch on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degrees of CLIL intensity, and very few studies considering exposure to extramural English (EE), that is, exposure to English outside of school via informal activities or private lessons. To address these gaps, our study investigates how the intensity of exposure in school and EE impact the reading and listening skills of 219 learners (aged 11-12) of English following high-CLIL (n= 85), low-CLIL (n= 82), and non-CLIL (n = 52) tracks. The results for reading and listening, without considering EE, indicate that the high-CLIL group obtained a significantly higher score in reading, but without significant differences in listening. EE was frequent, particularly among high-CLIL participants, and reading, watching TV, and listening to music positively correlated with scores. Private English lessons were associated with higher scores in the non-CLIL group.Publication Open Access The reading rainbow of young multilingual learners: reading comprehension in the majority (Spanish), regional (Basque) and foreign (English) language(Elsevier, 2025-03-31) Lázaro Ibarrola, Amparo; Luquin Urtasun, María; Roothooft, Hanne; Ciencias humanas y de la educación; Giza eta Hezkuntza ZientziakReading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these variables impact the reading comprehension of young learners (aged 10–11) in English (foreign language), Spanish (main language), and Basque (regional language for Basque-immersion participants). The participants were divided into a high-intensity (HI) group (N = 118) and a low-intensity (LI) group (N = 81) within Basque-immersion programs. Results showed correlations among reading comprehension scores in Spanish, English, and Basque. While both groups demonstrated similar Spanish comprehension levels, the HI group excelled in English, particularly among high-NVI learners. LI learners scored lower in Basque compared to Spanish. Regression analyses indicated that NVI and, to a lesser extent, SES influenced reading comprehension across languages. Also, HI learners engaged more in English ER, whereas LI learners favored Basque. However, ER did not have a significant impact on their reading scores. Based on these findings, pedagogical implications for multilingual education contexts will be discussed.