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The Effects of a CLIL programme on linguistic progress at two different points in time

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dc.contributor.author Segura, Marta
dc.contributor.author Roquet, Helena
dc.contributor.author Pérez Vidal, Carmen
dc.date.accessioned 2022-06-02T05:52:59Z
dc.date.available 2022-06-02T05:52:59Z
dc.date.issued 2021
dc.identifier.citation Segura M, Roquet H, Pérez-Vidal C. The Effects of a CLIL programme on linguistic progress at two different points in time. Journal of Language and Education. 2021;7(1):171-89. DOI: 10.17323/jle.2021.10981
dc.identifier.issn 2411-7390
dc.identifier.uri http://hdl.handle.net/10230/53346
dc.description.abstract In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) has been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.
dc.description.sponsorship This research was supported by grants PGC2018-098815-B-I00 and 2017 SGR 1028.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher National Research University Higher School of Economics
dc.relation.ispartof Journal of Language and Education. 2021;7(1):171-89
dc.rights Copyright (c) 2021 National Research University Higher School of Economics. This article is published under the Creative Commons Attribution 4.0 International License.
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.title The Effects of a CLIL programme on linguistic progress at two different points in time
dc.type info:eu-repo/semantics/article
dc.identifier.doi https://doi.org/10.17323/jle.2021.10981
dc.subject.keyword Content and language integrated learning (CLIL)
dc.subject.keyword CLIL programme assessment
dc.subject.keyword Second language acquisition
dc.subject.keyword English as a foreign language (EFL)
dc.subject.keyword Language learning
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PGC2018-098815-B-100
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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