Analysing students' content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain

This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Compete...

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Veröffentlicht in:	International journal of bilingual education and bilingualism Jg. 22; H. 6; S. 661 - 674
Hauptverfasser:	Fernández-Sanjurjo, Javier, Fernández-Costales, Alberto, Arias Blanco, José Miguel
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Abingdon Routledge 18.08.2019 Taylor & Francis Ltd
Schlagworte:	Academic achievement Attainment Bilingual Education Bilingualism Comparative Analysis Content and language integrated learning Content and language integrated learning (CLIL) Course Content Economic status Educational attainment Elementary education Elementary School Students Elementary schools English (Second Language) English as a second language Foreign Countries Grade 6 Interdisciplinary Approach Knowledge Level Language of Instruction Learning Middle school education Native Language primary education Public schools Questionnaires science Science education Science Instruction Science Tests Scores Second Language Instruction Second Language Learning socio-economic status (SES) Socioeconomic factors Socioeconomic Status Spanish Spanish language Students subject-matter learning Teaching Methods Spain Asturias Spain
ISSN:	1367-0050, 1747-7522
Online-Zugang:	Volltext
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