The study presented investigates the English language learning outcomes of 44 German-speaking children in year 3 of secondary school, of whom 22 are in CLIL strands, while the other group follow standard curricula. This investigation focuses on the acquisition of oral narrative competence, using a picture story related by each pupil in German and English as data base. Aspects of language competence investigated include degrees of narrative competence (e.g. mentioning of plot elements, shifting perspectives), morphological/syntactic language regularities (e.g. tense forms) and the use of communicative strategies (i.e. coping with lexical gaps). The results point towards improved oral narrative abilities of CLIL pupils. There are, however, differences in the various competence aspects investigated, indicating that CLIL instruction most markedly affects more complex elements.
2023. Effects of using the first principles of instruction in a content and language integrated learning class. Asian-Pacific Journal of Second and Foreign Language Education 8:1
Gallardo‐del‐Puerto, Francisco, María Basterrechea & María Martínez‐Adrián
2020. Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics 30:1 ► pp. 3 ff.
Rotter, Christoph E.
2019. Cognitive categorisations of language: how EFL students’ (mis-)identifications of three British accents engender stereotypic attributions. Journal of Multilingual and Multicultural Development 40:9 ► pp. 801 ff.
Alonso-Belmonte, Isabel & María Fernández-Agüero
2018. The C of Cognition in CLIL Teacher Education: Some Insights from Classroom-Based Research. In Key Issues in English for Specific Purposes in Higher Education [English Language Education, 11], ► pp. 305 ff.
Merino, Jon Ander & David Lasagabaster
2018. The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28:1 ► pp. 18 ff.
Merino, Jon Ander & David Lasagabaster
2018. CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism 21:1 ► pp. 79 ff.
Pérez Cañado, María Luisa & Nina Karen Lancaster
2017. The effects of CLIL on oral comprehension and production: a longitudinal case study. Language, Culture and Curriculum 30:3 ► pp. 300 ff.
Pladevall-Ballester, Elisabet
2015. Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations. International Journal of Bilingual Education and Bilingualism 18:1 ► pp. 45 ff.
Pérez, Marta Celestén & Rachel Basse
2015. Analysing Errors of CLIL and non-CLIL Primary School Students in their Written and Oral Productions: A Comparative Study. Procedia - Social and Behavioral Sciences 173 ► pp. 11 ff.
Ruiz de Zarobe, Yolanda
2015. The Effects of Implementing CLIL in Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 51 ff.
Aguilar, Marta & Carmen Muñoz
2014. The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics 24:1 ► pp. 1 ff.
2013. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 267 ff.
Pérez-Cañado, María Luisa
2012. CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism 15:3 ► pp. 315 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
This list is based on CrossRef data as of 20 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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