Publication:
Intensity matters in CLIL: evidence from primary school learners' receptive skills

Date

2024-07-16

Director

Publisher

Pergamon Press
Acceso abierto / Sarbide irekia
Artículo / Artikulua
Versión publicada / Argitaratu den bertsioa

Project identifier

AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113990GB-I00/ESrecolecta
Métricas Alternativas

Abstract

The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's growing popularity, studies examining linguistic achievement in varying-intensity CLIL programs remain scant. We address this gap by comparing low and high-intensity CLIL programs, alongside a standard English as a foreign language (EFL) program in primary schools. Focused on 11-year-olds' receptive skills, our results show that high-intensity programs significantly enhance proficiency in listening and reading when compared to their lower-intensity counterparts. Distinctions between low-intensity and EFL programs are non-significant. These findings underscore the critical role of the intensity of exposure in shaping the effectiveness of CLIL programs and contribute insights for refining CLIL program design guidelines.

Description

Keywords

CLIL, EFL, Young learners, Receptive skills, Intensity of exposure

Department

Institute for Advanced Social Research - ICOMMUNITAS

Faculty/School

Degree

Doctorate program

item.page.cita

Hidalgo, M. Á., Villarreal, I. (2024) Intensity matters in CLIL: evidence from primary school learners' receptive skills. System: An International Journal of Educational Technology and Applied Linguistics, 125(1), 103402-103402. https://doi.org/10.1016/j.system.2024.103402

item.page.rights

© 2024 The Authors. This is an open access article under the CC BY-NC license.

Los documentos de Academica-e están protegidos por derechos de autor con todos los derechos reservados, a no ser que se indique lo contrario.