Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/163514
Title: Vocabulary learning at primary school: comparing EFL and CLIL
Author: Tragant Mestres, Elsa
Marsol Jornet, Anna
Serrano Serrano, Raquel
Llanes Baró, Àngels
Keywords: Ensenyament de llengües
Anglès
Educació primària
Aprenentatge integrat de continguts i llengües estrangeres
Interacció educativa
Language teaching
English language
Primary education
Content and Language Integrated Learning
Interaction analysis in education
Issue Date: 26-May-2015
Publisher: Taylor and Francis
Abstract: Comparative studies on CLIL (Content Language Integrated Learning) often show an advantage in favor of CLIL vs. non-CLIL students. However, oftentimes studies are difficult to interpret because the hours of instruction between the groups under comparison tend to be quite different. This study focuses on a single group of students (n=22) aged 8 who were exposed to EFL instruction in the Fall term and to CLIL instruction (Science) in the Winter term. The major objectives are to analyse the vocabulary in the materials that were used in class and to examine gains in productive lexical knowledge. Results show that students were exposed to a greater amount of words and to more abstract and technical vocabulary in the CLIL materials and that they made significant progress in vocabulary learning in both contexts. The study also reveals that learning English through Science proved to be a more challenging experience than learning the foreign language in the English class.
Note: Versió postprint del document publicat a: https://doi.org/10.1080/13670050.2015.1035227
It is part of: International Journal of Bilingual Education and Bilingualism, 2015, vol. 19, num. 5, p. 579-591
URI: http://hdl.handle.net/2445/163514
Related resource: https://doi.org/10.1080/13670050.2015.1035227
ISSN: 1367-0050
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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