Written production and CLIL
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Yolanda Ruiz de Zarobe
Abstract
This paper analyses the written competence attained by two groups of bilingual students that follow two different CLIL programmes, and another group enrolled in a traditional English as a Foreign language (EFL) programme. This study also analyses the longitudinal progression of these three groups to offer a more prolonged perspective on CLIL. Our results show the CLIL groups score better in relation to the five categories analysed in written production: content, organisation, vocabulary, language usage and mechanics, which suggests there is a positive relationship between the amount of exposure through English and written foreign language proficiency. Furthermore, the longitudinal evaluation of the results show that students enrolled on CLIL programmes outperform students on the EFL programmes, and this advantage increases with grade, confirming the effectiveness of the CLIL approach on written production outcomes. These results serve as evidence that CLIL can be more useful than traditional language teaching in promoting proficiency in the foreign language.
Abstract
This paper analyses the written competence attained by two groups of bilingual students that follow two different CLIL programmes, and another group enrolled in a traditional English as a Foreign language (EFL) programme. This study also analyses the longitudinal progression of these three groups to offer a more prolonged perspective on CLIL. Our results show the CLIL groups score better in relation to the five categories analysed in written production: content, organisation, vocabulary, language usage and mechanics, which suggests there is a positive relationship between the amount of exposure through English and written foreign language proficiency. Furthermore, the longitudinal evaluation of the results show that students enrolled on CLIL programmes outperform students on the EFL programmes, and this advantage increases with grade, confirming the effectiveness of the CLIL approach on written production outcomes. These results serve as evidence that CLIL can be more useful than traditional language teaching in promoting proficiency in the foreign language.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
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Introduction
- Charting policies, premises and research on content and language integrated learning 1
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Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
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Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
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Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
-
Introduction
- Charting policies, premises and research on content and language integrated learning 1
-
Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
-
Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
-
Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
