Content and Language Integrated Learning (CLIL): the influence of studying through English on Spanish students' first-language written discourse

Abstract

Content and Language Integrated Learning (CLIL) is increasingly found in European schools, and while research has examined many aspects of its application, there still remain unexplored areas. One such area is the effect of a second language on the discourse norms of students' first language, an issue of importance in the context of concern over the increasing influence of English. This study analyzes argumentative texts written in Spanish by secondary students studying partially through English on a CLIL program and compares them with Spanish texts written by students studying the traditional, Spanish-medium curriculum. Comparison is based on differences between Spanish and English discourse found in previous studies, and draws on approaches from systemic functional linguistics, including analysis of clause complexes, interpersonal and textual Theme, and text structure. Differences were found between the CLIL and non-CLIL student texts which frequently followed distinctions previously made between English and Spanish discourse, the CLIL student texts displaying more features associated with English discourse. Areas of particular difference included text organization and use of clause complexes. Possible explanations for these differences are discussed, along with implications for CLIL and language teaching.