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espanolEste estudio explora el impacto del AICLE (Aprendizaje Integrado de Contenido y Lengua) en el desarrollo de la comprension oral en ingles en Educacion Primaria y Secundaria en Espana. Para ello se compararon las destrezas receptivas orales de alumnos de AICLE (n=2790) y no AICLE (n=17,070) de 4o de Educacion Primaria (9-10 anos), y las de estudiantes de AICLE (n=2680), y no AICLE (n=17,638) de 2o de Educacion Secundaria Obligatoria (13-14 anos). Los resultados mostraron que no existian diferencias entre el grupo AICLE y el grupo no AICLE en la Educacion Primaria, mientras que en la Educacion Secundaria, el grupo AICLE supero significativamente al grupo no AICLE, no solo en los resultados globales, sino tambien en cada una de las destrezas de la comprension oral evaluadas, y las diferencias fueron mayores en las tareas mas complejas. Estos hallazgos parecen sugerir que el AICLE es mas efectivo para promover la adquisicion de habilidades de comprension oral en la lengua meta en la escuela secundaria que en la escuela primaria. La edad de los estudiantes junto con otras diferencias contextuales entre el programa CLIL en Educacion Primaria y en Educacion Secundaria podrian explicar estos resultados. EnglishThis study explores the impact of CLIL (Content and Language Integrated Learning) on the development of listening skills in English both in Primary and Secondary Education in Spain. To do this, CLIL (n=2,790) and non-CLIL learners (n=17,070) enrolled in the 4th grade of Primary Education (9-10 years old), and CLIL (n=2,680), and nonCLIL students (n=17,638) in the 2nd year of Secondary Education (13-14 years old) were compared regarding their oral comprehension skills. Results showed no differences between CLIL and non-CLIL groups in Primary Education, while in Secondary School, the CLIL group significantly outperformed the non-CLIL group in the overall results of listening and in every oral comprehension subskill evaluated, and differences were higher in the most complex listening tasks. These findings seem to suggest that CLIL programs are more effective to promote the acquisition of listening skills in the target language in secondary than in primary school settings. The age of students, along with other contextual differences between the CLIL programme in Primary and in Secondary School might explain these results.

rla. revista de lingüística teórica y aplicada

THE ACQUISITION OF L2 LISTENING COMPREHENSION SKILLS IN PRIMARY AND SECONDARY EDUCATION SETTINGS: A COMPARISON BETWEEN CLIL AND NON-CLIL STUDENT PERFORMANCE