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The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study
Author(s) -
Merino Jon Ander,
Lasagabaster David
Publication year - 2018
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.12177
Subject(s) - novelty , content and language integrated learning , longitudinal study , psychology , bilingual education , language proficiency , mathematics education , test (biology) , english as a foreign language , foreign language , study abroad , english language , pedagogy , mathematics , social psychology , paleontology , statistics , biology
Content and language integrated learning (CLIL) is becoming a very popular approach in Europe and many other parts of the world. However, due to the novelty of its implementation the number of longitudinal studies is scant. With this in mind, the overall aim of this study was to examine the effect of CLIL sessions and their intensity on the learning of English as a foreign language. Two test rounds were conducted in a longitudinal study spanning one year. The participants were 393 secondary education students enrolled in both bilingual and monolingual regions in Spain. Our findings revealed a significant impact of the number of CLIL sessions on students' proficiency in English.