study extend earlier work in the area of the language of science, shed light on teachers’ views on the value of knowing about language, and raise questions about the role of PD. The study provides valuable evidence and insights into how knowledge about the language of science can help teachers do, talk, draw and teach science through English in the classroom.
Judith Fusté Fargas
Friday 12:30, Room 2
The Effects of CLIL in 6th Graders’ Vocabulary Size in Six Schools in Catalonia University of Barcelona The implementation of CLIL courses is becoming commonplace throughout Europe as a measure to improve students’ command of foreign languages. In this context, following European Educational system’s efforts, some schools in Catalonia (Spain) have chosen to implement this approach because it is believed to significantly improve overall language competence in the target language. The present study measures the vocabulary size in English as a Foreign Language at the end of Primary Education in Catalonia, a bilingual community where English represents the third language included in the curriculum. The sample of the study is made up of 255 participants. The sample is comprised of 225 6th graders from six different state schools in the autonomous community and 30 5th graders from a CLIL school. As regards 6th graders, 118 of them have received formal instruction in English within a CLIL approach and 107 participants have followed a regular EFL instruction. The completion of the Vocabulary Size Test (Nation & Beglar, 2007), X_Lex (Meara & Miralpeix, 2006), a productive vocabulary test and a linguistic background questionnaire together with teachers’ questionnaires about the English programs at schools provide rich data to carry out the study. Answering to the research question on how much variance of Vocabulary Size can we explain by only looking at EFL teaching approach, results show that the CLIL approach is successful and helps to improve students’ foreign language competence in terms of Vocabulary Size both receptively and productively. CLIL students outperform their non-CLIL counterparts even when the former are a year younger in (a) recognizing a random vocabulary list of the 3000 and 5000 most frequent words in English and (b) producing more tokens with a larger syntactic variation. Thus, together with amount of exposure, CLIL seems to be a significant influential factor on VS at the end of Primary Education.
Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)