Intensity matters inside and outside primary school: evidence from high-CLIL, low-CLIL, and non-CLIL learners
| dc.contributor.author | Lázaro Ibarrola, Amparo | |
| dc.contributor.department | Ciencias humanas y de la educación | es_ES |
| dc.contributor.department | Giza eta Hezkuntza Zientziak | en |
| dc.contributor.department | Institute for Advanced Social Research - ICOMMUNITAS | en |
| dc.contributor.funder | Universidad Publica de Navarra / Nafarroako Unibertsitate Publikoa | |
| dc.date.accessioned | 2025-02-19T11:15:43Z | |
| dc.date.available | 2025-02-19T11:15:43Z | |
| dc.date.issued | 2024-11-28 | |
| dc.date.updated | 2025-02-19T11:11:33Z | |
| dc.description.abstract | Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE) through formal or informal out-of-school activities. To address these gaps, this study examines the impact of CLIL and EE on the proficiency of 180 primary school learners of English (aged 10-11 years) divided into a high-CLIL (N = 78), a low-CLIL (N = 56), and a non-CLIL (N = 46) group. Results showed some advantages among high-CLIL learners, including higher scores and less intragroup variability, while no significant differences were observed between low-CLIL and non-CLIL learners. EE activities were common, with several weak but positive correlations found between EE and proficiency, particularly involving watching TV and reading, and mainly affecting non-CLIL learners. | en |
| dc.description.sponsorship | This work was supported by the Spanish MICIU (Ministerio de Ciencia, Innovacion y Universidades) and AEI (Agencia Estatal de Investigación) (grant number MCIU/AEI/10.13039/501100011033). The author gratefully acknowledges funding from research grant PID2020-113990GB-I00, provided by the Spanish Ministry of Science, Innovation and Universities. Open Access funding provided by Universidad Publica de Navarra. | |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Lázaro-Ibarrola, A. (2024) Intensity matters inside and outside primary school: evidence from high-CLIL, low-CLIL, and non-CLIL learners. TESOL Quarterly, 1-32. https://doi.org/10.1002/tesq.3369 | |
| dc.identifier.doi | 10.1002/tesq.3369 | |
| dc.identifier.issn | 0039-8322 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/53484 | |
| dc.language.iso | eng | |
| dc.publisher | Georgetown University | |
| dc.relation.ispartof | TESOL Quarterly, (2024), 1-32 | |
| dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113990GB-I00/ES/ | |
| dc.relation.publisherversion | https://doi.org/10.1002/tesq.3369 | |
| dc.rights | © 2024 The Author(s). TESOL Quarterly published by Wiley Periodicals LLC on behalf of TESOL International Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distributionand reproduction in any medium, provided the original work is properly cited. | |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | CLIL Intensity | en |
| dc.subject | Extramural English (EE) | en |
| dc.subject | Second Language Acquisition (SLA) | en |
| dc.title | Intensity matters inside and outside primary school: evidence from high-CLIL, low-CLIL, and non-CLIL learners | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | c78b64f1-5cde-418e-9b20-23fb67e17018 | |
| relation.isAuthorOfPublication.latestForDiscovery | c78b64f1-5cde-418e-9b20-23fb67e17018 |