Publication:
Analysing content acquisition in CLIL vs. non-CLIL programmes

Date

2022

Authors

Galera Rodríguez, Elia

Publisher

Acceso abierto / Sarbide irekia
Trabajo Fin de Máster / Master Amaierako Lana

Project identifier

Abstract

Students following CLIL methodologies are believed to achieve higher levels of linguistic competence than mainstream EFL learners but conceptual content level is less clear, since scarce research has been conducted in this area. Moreover, SES and self-efficacy are variables that may affect the student’s academic results. To this end, the Social Sciences content level attained, the socio-economic status (SES) and students self-efficacy perceptions were compared across three groups of students: (1) a non-CLIL group (n=14), (2) a soft-CLIL group (n=14) and (3) a hard-CLIL group (n=18). All students took the same Social Sciences test in Spanish and completed two questionnaires regarding their SES and self-efficacy perceptions. Results revealed that CLIL groups slightly outperformed non-CLIL ones in subject performance, suggesting that CLIL methodology is also beneficial for content learning. Furthermore, no significant correlations were found between non-CLIL and CLIL test scores, their SES and self-efficacy levels. Individually, results revealed that levels of self-efficacy were inversely proportional to soft-CLIL scores, and directly proportional to hard-CLIL scores.

Description

Keywords

CLIL, Content acquisition, CALP, EFL, Academic performance

Department

Faculty/School

Facultad de Ciencias Humanas, Sociales y de la Educación / Giza, Gizarte eta Hezkuntza Zientzien Fakultatea

Degree

Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra, Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan

Doctorate program

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