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CLIL in pre-vocational secondary education: gains in target language vocabulary and grammar

Publicatie van Kenniscentrum Talentontwikkeling
J.L. Denman, E.J. Schooten, van, R. Graaff, de | Pre-print | Publicatiedatum: 14 juli 2020
Research has shown that pupils in Content and Language Integrated Learning (CLIL) programs in academic secondary schools usually gain significantly higher levels of English language proficiency than their non-CLIL peers; the present study explores whether this is also true at pre-vocational level, given the lower academic level, absence of selection criteria, and less intensive CLIL program aims. This two-year longitudinal quasi-experimental study followed three cohorts of CLIL (n=313) and non-CLIL (n=290) pupils, from 7 different schools. Three repeated measurements of target language proficiency were analyzed using multilevel linear growth models. CLIL pupils in most cohorts showed a small but significantly positive growth advantage over non-CLIL pupils for target language vocabulary and grammar. The greatest growth and greatest difference in growth between the CLIL and non-CLIL pupils occurred in the first two years of the four-year pre-vocational program, implying that the initial growth rate for CLIL pupils was not sustained.

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