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CLIL subject selection and young learners’ listening and reading comprehension skills
Author(s) -
PladevallBallester Elisabet
Publication year - 2016
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12079
Subject(s) - active listening , listening comprehension , psychology , mathematics education , content and language integrated learning , reading (process) , reading comprehension , pedagogy , selection (genetic algorithm) , comprehension , linguistics , computer science , communication , foreign language , philosophy , artificial intelligence
This study compares the development of E nglish receptive skills of two groups of Spanish primary school children who were exposed to two different content and language integrated learning ( CLIL ) subjects, science and arts and crafts ( A & C ), during two academic years. Participants were also divided into level groups to explore if their level of E nglish at the beginning of the study influenced language development. Science students generally obtained better results than A & C students but such differences became significant only in the case of listening skills after a certain amount of exposure had been accumulated, once the CLIL implementation process was over and all stakeholders had adapted to it. Low achievers improved more than stronger students and benefitted more from Science than from A & C CLIL , particularly in relation to their listening comprehension skills.