CLIL across languages: Research outcomes in two bilingual communities

Teoría de la educación. Educación y Cultura en la Sociedad de la Información. Número especial sobre: Sociedad de la Información, lenguas minoritarias y educación en bilingüismo

Content and Language Integrated Learning (CLIL) seems to be fully acceptedas the preferred approach at present to promote multilingualism in Europe. Spain hasalso followed this trend, although the way it has been implemented varies depending onthe community involved, whether monolingual or bilingual, since in the latter case theforeign language, usually English, adds to two previous languages.The aim of this paper is to carry out a comparison of the linguistic competence attainedin two bilingual communities, namely the Basque Country and Catalonia, two settingswhere we find both educational approaches: on the one hand, a traditional English as aForeign Language (non-CLIL) strand and, on the other, the CLIL strand. Moreprecisely, we will analyse the written competence that secondary students reach in thesetwo communities when different variables are considered. Firstly, we will compare theeducational approach followed in the communities (CLIL versus non-CLIL) and,secondly, we will analyse the influence of the number of hours of instruction in twodifferent age groups. Our results demonstrate that the amount of instruction has animportant bearing