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(Pseudo)longitudinal studies of the use of previously known languages (PKL) and the target language (TL) during interaction are still scarce in Content and Language Integrated Learning (CLIL) contexts, particularly those with young learners. This paper examines the use of PKLs (Basque-Spanish) and the TL English in various categories (appeals for assistance-clarification requests-metacomments-discourse markers-private speech) in two groups of CLIL learners (grade 5 and 6) during dyadic interaction. A greater use of PKLs in older learners was found, especially in less cooperative and more external to the task strategies. As regards TL use, both groups performed similarly, except for metacomments, where younger learners made a slightly higher use. When comparing PKLs to TL use, both grade learners resorted to Basque-Spanish more frequently than to English, except for metacomments. Learners seem to use their language repertoire for task-management purposes. Nonetheless, they still resort to PKLs to keep the flow of speech.

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The use of previously known languages and target language (English) during task-based interaction: A pseudolongitudinal study of primary-school CLIL learners