L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context

2012

Abstract  This paper seeks to explore the effects of Content and Language Integrated Learning (CLIL) instruction on the oral production of 15 high-school learners who were recorded while narrating the same story at two different points in time (at age 13 and at age 15). The students were Basque-Spanish bilinguals and received both regular English as a foreign language (EFL) classes and CLIL classes in high school. CLIL is a methodological option with increasing acceptance in schools throughout Europe (Marsh and Wolf 2007) and consists of teaching different school contents (science, maths, art etc.) in the target language placing the teaching focus equally on both the content and the language. More specifically, this paper analyses the learner’s use of the first languages (L1s) (Basque and Spanish) and the learners’ morphosyntactic development while narrating a story. Our objective is to carry out a thorough analysis of the evolution of these aspects over the two year period by combining quantitative and qualitative analysis in order to get insights into the possible effects of CLIL instruction


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