structures –involving subordination, for instance– are required from CLIL learners while engaging in higher order cognitive processes throughout the task cycle. Thus, different forms of scaffolding or language support become crucial for the successfully completion of tasks. Otherwise, in the EFL context, less cognitively demanding structures and less linguistically complex structures can be identified, mainly within the controlled language practice phase. Finally, it should be noted that interesting links might be established between the profile of individual learners and their actual performance and learning experience in each foreign language learning context.
María Martínez Adrián & Mª Juncal Gutiérrez Mangado Thursday 13:00, Room 2
CLIL benefits do not extend to the L3 English verbal inflectional system University of the Basque Country University of the Basque Country In this paper we tackle two limitations observed in CLIL research: (i) whether CLIL benefits are due to the methodology itself or to the higher amount of exposure of CLIL learners and (ii) whether these benefits of CLIL in general proficiency also extend to specific morphosyntactic features (null subjects, null objects and null inflection). We compare a CLIL group of 14 year-old Basque-Spanish bilingual learners of L3 English (n=16) to (i) a matching NON-CLIL I group (n=19) and to (ii) an older NON-CLIL II group (n=12) with less amount of exposure. Results clearly indicate that CLIL benefits in general proficiency are due to the methodology. However, these benefits do not extend to all the linguistic features investigated, since all groups performed equally in null subjects and objects. Regarding inflection, it is the older NON-CLIL II group which obtained the best results, supporting previous research on the poorer results obtained by CLIL learners on specific formal aspects of language (Martínez-Adrián and GutiérrezMangado, 2009, among others). This leads us to suggest that more focus-on-form in CLIL classrooms (García Mayo, 2009) as well as the implementation of CLIL programmes in post-secondary education could extend the benefits of CLIL to this specific feature. References García Mayo, M. P. (2009). El uso de tareas y la atención a la forma del lenguaje en el aula AICLE. In V. Pavón Vázquez and J. Ávila López (eds.). Aplicaciones Didácticas para la Enseñanza Integrada de Lengua y Contenidos (AICLE/CLIL/Émile) (pp. 55-73) Córdoba: Consejería de Educación de la Junta de Andalucía. 50
Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)