We would like to draw your attention to recent academic publications related to CLIL.

For the abstracts: read more.

Artieda, G., Roquet, H., & Nicolás-Conesa, F. (2017). The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction+ content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 1-19.

  • 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 hours of exposure (1.330–1.400) in a first comparison, and secondly, for age (13–14 years old). When matched for number of hours of exposure, results confirmed the older learners’ advantage in FL contexts, as non-CLIL students (2 years older) significantly outperformed CLIL learners in listening comprehension and in two measures of writing: accuracy and coordination index. When matched for age, the group with extra L2 exposure (FI + CLIL) was significantly better than the non-CLIL group in reading comprehension and in several dimensions of writing: lexical richness, linguistic and communicative competence. These findings illustrate the language learning potential of a partial CLIL programme in an EFL context. A threshold of 300 CLIL hours may need to be surpassed for CLIL learners to reap the benefits of additional exposure across L2 skills.

García Mayo, M.P. & Hidalgo Gordo. 2017. L1 use among young EFL mainstream and CLIL learners in task-supported interaction. System,  67, 132-145.

  • A growing body of research suggests that a balanced use of the first language (L1) in the foreign language classroom yields beneficial effects for second language (L2) learning. Still, the extent to which young learners in foreign language contexts actually make use of their L1 while completing tasks is in need of further research, especially in an approach that has become prevalent in Europe: Content and Language Integrated Learning (CLIL). The current longitudinal study analyzes the oral interactions of 32 young Spanish learners (ages 8–10) when performing a communicative task twice in two consecutive academic years. We have analyzed the learners’ L1 use and the functions it serves, the differences between two foreign language instructional settings (mainstream foreign language lessons and CLIL) and the changes over a year. Our findings confirmed the facilitative role of the L1 which mainly served to assist learners as they coped with unknown vocabulary. CLIL learners used their L1 significantly less than mainstream learners, and, interestingly, the L1 was more frequently used the second time the learners carried out the task. The findings shed light on the facilitative role of the L1 for task completion by young learners in foreign language settings.

Graves, K., & Garton, S. (2017). An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50(4), 441-482.

  • This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and content and language integrated learning (CLIL). For consistency across approaches, the theoretical underpinnings of each will be briefly described according to a matrix of curriculum factors including: the view of language and language acquisition underlying the approach/ how learners’ needs are construed/ the nature of the content and materials/ the teacher’s role/ the context/ how language is assessed. This is followed by a discussion of research on how each approach is implemented in primary and secondary contexts, the extent to which the theory is put into practice and factors that influence its success in the classroom. Implications for the future of curriculum development in ELT will be discussed. These implications address the viability of CLT in primary and secondary schools, the role of knowledge about language in curriculum implementation, and teacher roles and identity.

Nikolić, D. (2017). Intelligibility within a Modified CLIL Framework. Glottodidactica. An International Journal of Applied Linguistics, 44(1), 119-130.

  • The paper provides a brief summary of what CLIL is and why it is regarded as a main- stream pedagogical approach today. The paper’s aim is to state the significance of language within Zydatiß’ modified version of 4Cs framework of CLIL and to recommend the re-modified 4Cs framework of CLIL. The paper further stresses the importance of pronunciation for communication focusing on intelligibility as a necessary linguistic category arguing that intelligibility should be- come an essential part of communication within CLIL. The paper also lists the important implica- tions for the further proceedings in this direction.

Sanjurjo, J. F., Blanco, J. M. A., & Fernández-Costales, A. (2017). Assessing the influence of socio-economic status on students’ performance in Content and Language Integrated Learning. System, 1-11.

  • This paper investigates the influence of social, cultural and economic background on students’ performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL investigation has focused primarily on language attainment in the L2 and the L1, but students’ socio-economic status (SES) has been largely ignored, and its influence on performance in content-subjects remains unexplored. Competence in Science in the L1 (Spanish) is analysed by comparing pupils enrolled in mainstream schools with students in the so-called bilingual streams offering CLIL-based approaches. The paper analyses a sample of 709 6th grade Primary Education students from diverse social backgrounds and enrolled in public schools in the Principality of Asturias (Spain). A test to assess students’ knowledge in Science and a context questionnaire (measuring participants’ social, economic, and cultural background) were designed and validated. Inferential statistics were applied with one-way ANOVAs and inter-subject analyses. The main finding is that students from less favoured socio-economic backgrounds obtain significant lower scores than those coming from more privileged settings. Results suggest students’ context influences the teaching-learning process in bilingual education. The determining factors for these findings are discussed in the paper together with prospective research lines.