Empirical research on CLIL Teresa Navés

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Presentation transcript:

Empirical research on CLIL Teresa Navés

BAF data Miret & Navés CLIL vs EFL 5 Prim1er ESO3er ESO4rt ESO ListeningNS CLIL DictationCLIL ClozeCLIL GrammarCLIL

BAF data Miret & Navés CLIL EFL 5P CLIL 1S EFL 1S CLIL 3S EFL 1S CLIL 4S EFL 3S CLIL 4S EFL ListeningEFLNS CLIL DictationNS CLIL ClozeEFLNS CLIL GrammarEFLNS CLIL

Ruiz de Zarobe (in press) SECONDARY 3 SECONDARY 4 PRE-UNIVERSITY (Baccalaureate) NUMBER OF STUDENTS Non-CLIL: 29 CLIL 1: 24 CLIL2: 36 Non-CLIL: 18 CLIL 1: 16 CLIL2: 17 Non-CLIL: 7 CLIL 1: X CLIL2: 14 AGE WHEN DATA COLLECTION HOURS OF INSTRUCTION Non-CLIL: 695 CLIL 1: 875 CLIL2: 910 Non-CLIL: 792 CLIL 1: 1120 CLIL2: 1155 Non-CLIL: 990 CLIL 1: XXX CLIL2: 1453

Ruiz de Zarobe (in press) Overall speech production depending on education approach ContentFluencyGrammarVocabularyPronunciation 8,0 6,0 4,0 2,0 0,0 7,2 6,9 6,8 6,0 6,5 6,2 6,4 5,6 6,0 5,5 5,2 5,3 5,2 CLIL2 CLIL1 NON CLIL

Ruiz de Zarobe (in press) Speech production: Secondary 3 ContentFluencyGrammarVocabularyPronunciation 8,0 6,0 4,0 2,0 0,0 7,2 6,6 6,2 7,0 6,4,66,6 5,9 5,1 4,5 4,0 4,4 5,0 CLIL2 CLIL1 NON CLIL

Ruiz de Zarobe (in press) Speech production: Secondary 4 ContentFluencyGrammarVocabularyPronunciation 8,0 6,0 4,0 2,0 0,0 7,5 6,9 5,9 6,2 6,1 6,4 5,5 7,2 6,9 6,8 6,3 5,1 CLIL2 CLIL1 NON CLIL

Ruiz de Zarobe (in press) Speech production: Speech production: Pre-University Level ContentFluencyGrammarVocabularyPronunciation 8,0 6,0 4,0 2,0 0,0 7,0 7,3 7,0 7,4 5,9 6,7 6,3 6,1 6,3 CLIL2 NON CLIL

Villarreal Olaizola & García Mayo (in press) Table 1: Participating schools and number of students Group NameSchool Number of Students English hours at school CLIL Extra-English classes CLIL group AR151155yes AL121120yes Non-CLIL groupGL29792nonone

Villarreal Olaizola & García Mayo (in press) Table 2: Number and percentage of omission of inflection in obligatory contexts CLIL GROUPNON-CLIL GROUP Morphemes Number of omission Percentage of omission Number of omission Percentage of omission 3 rd sing. –s82/18544,32%161/21873,85% Past tense –ed56/13641,17%26/4163,41% BE auxiliary2/772,59%3/963,12% BE copula1/1450,68%3/1372,18% All inflection141/54325,96%193/49239,22%

Villarreal Olaizola & García Mayo (in press) Table 3: Number and percentage of errors of inflection in obligatory contexts CLIL GROUPNON-CLIL GROUP Morphemes Number of errors Percentage of errors Number of errors Percentage of errors 3 rd sing. –s2/1851,08%2/2180,91% BE auxiliary0/770%2/962,08% BE copula2/1451,37%6/1374,37% All inflection4/ %10/4512,21%

Lasagabaster (2008)

Lasagabaster & Sierra (2008)

Figure 1. Attitudes towards English among SE3 students.

Lasagabaster & Sierra (2008)

REFERENCES Ruiz de Zarobe, Y. (in press) CLIL and Foreign Language Learning: A longitudinal study in the Basque Country. International CLIL Research Journal (eds. Dieter Wolff and David Marsh). CLIL Cascade Network. Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL vs. non-CLIL by Izaskun Villarreal Olaizola & María del Pilar García Mayo Foreign Language Competence in Content and Language Integrated Courses by David Lasagabaster The Open Applied Linguistics Journal, 2008, 1, Language attitudes in CLIL and traditional EFL classes by David Lasagabaster and Juan Manuel Sierra Navés, T. (In press). Effective Content and Language Integrated Programmes. Content and Language Integrated Learning: Evidence from Research in Europe. Y. Ruiz de Zarobe. Clevedon, Multilingual Matters.