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The Impact of CLIL on English Language Competence in a Monolingual Context: A Longitudinal Perspective
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Martínez Agudo, Juan de Dios – Language Learning Journal, 2020
This study examines the impact of CLIL on the English language competence achieved by students in primary and secondary education in the monolingual autonomous community of Extremadura (Spain) and extends investigation to a year after the end of the secondary CLIL programme when students were finishing their first year of "bachillerato."…
Descriptors: Course Content, Interdisciplinary Approach, Language of Instruction, Teaching Methods
Foreign Language Competence and Content and Language Integrated Learning in Multilingual Schools in Catalonia: An "Ex Post Facto" Study Analysing the Results of State Key Competences Testing
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Coral, Josep; Lleixà, Teresa; Ventura, Carles – International Journal of Bilingual Education and Bilingualism, 2018
The member states of the European Union have funded many initiatives supporting the teaching and learning of foreign languages. Content and language integrated learning is one of the experimental language programmes that have been introduced in Catalonia, in the north-east of Spain. The aims of this study are to analyse the results achieved by…
Descriptors: Second Language Learning, Second Language Instruction, Foreign Countries, Teaching Methods
The Impact of Age and Exposure on EFL Achievement in Two Learning Contexts: Formal Instruction and Formal Instruction + Content and Language Integrated Learning (CLIL)
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Artieda, Gemma; Roquet, Helena; Nicolás-Conesa, Florentina – International Journal of Bilingual Education and Bilingualism, 2020
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for…
Descriptors: Age Differences, English (Second Language), Second Language Learning, Second Language Instruction
Language-Related Episodes and Learner Proficiency during Collaborative Dialogue in CLIL
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Basterrechea, María; Leeser, Michael J. – Language Awareness, 2019
Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-related episodes or LREs). A strand of research on LREs in different educational contexts examines the effect of…
Descriptors: Teaching Methods, Second Language Learning, Language Proficiency, Language of Instruction
Early Language Learning: Complexity and Mixed Methods
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Enever, Janet, Ed.; Lindgren, Eva, Ed. – Multilingual Matters, 2017
This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), French