Literaturnachweis - Detailanzeige
Autor/inn/en | San Isidro, Xabier; Lasagabaster, David |
---|---|
Titel | The Impact of CLIL on Pluriliteracy Development and Content Learning in a Rural Multilingual Setting: A Longitudinal Study |
Quelle | In: Language Teaching Research, 23 (2019) 5, S.584-602 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-1688 |
DOI | 10.1177/1362168817754103 |
Schlagwörter | Multilingualism; English (Second Language); Language of Instruction; Course Content; Teaching Methods; Language Proficiency; Longitudinal Studies; Romance Languages; Native Language; Program Implementation; Rural Schools; Comparative Analysis; Spanish; Foreign Countries; Second Language Learning; Secondary School Students; Academic Achievement; Outcomes of Education; Spain Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Romanische Sprache; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Spanisch; Ausland; Zweitsprachenerwerb; Sekundarschüler; Schulleistung; Lernleistung; Schulerfolg; Spanien |
Abstract | Although CLIL (content and language integrated learning) programmes are now globally expanding, the number of studies that have examined their impact on both multiple language learning (students' L1, L2 and English as a foreign language) and content learning are scarce. This study investigates the effects of a CLIL programme implemented in a rural multilingual school context in Galicia, Spain. Bearing in mind the deficiencies identified in previous CLIL research, this two-year longitudinal study secured the homogeneity of the CLIL and non-CLIL samples (n = 44) before the actual implementation of the CLIL approach. Although both groups improved their competence in English after two years, the CLIL cohort made significantly greater progress. Interestingly, the CLIL students also outperformed their non-CLIL counterparts in both Spanish and Galician over the two school years, whereas content learning was not negatively affected. In the conclusions the importance of paying heed to the pedagogical features and the methodology employed in CLIL settings is underscored. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |