Vocabulary learning at primary school: comparing EFL and CLIL

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 focuse...

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Detalles Bibliográficos
Autores: Tragant Mestres, Elsa, Marsol Jornet, Anna, Serrano Serrano, Raquel, Llanes Baró, Àngels
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2015
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/163514
Acceso en línea:https://hdl.handle.net/2445/163514
Access Level:acceso abierto
Palabra clave: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
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spelling Vocabulary learning at primary school: comparing EFL and CLILTragant Mestres, ElsaMarsol Jornet, AnnaSerrano Serrano, RaquelLlanes Baró, ÀngelsEnsenyament de llengüesAnglèsEducació primàriaAprenentatge integrat de continguts i llengües estrangeresInteracció educativaLanguage teachingEnglish languagePrimary educationContent and Language Integrated LearningInteraction analysis in educationComparative 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.Taylor and Francis2020202020152020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion27 p.application/pdfhttps://hdl.handle.net/2445/163514Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1080/13670050.2015.1035227International Journal of Bilingual Education and Bilingualism, 2015, vol. 19, num. 5, p. 579-591https://doi.org/10.1080/13670050.2015.1035227(c) Taylor and Francis, 2015info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1635142026-05-29T05:05:01Z
dc.title.none.fl_str_mv Vocabulary learning at primary school: comparing EFL and CLIL
title Vocabulary learning at primary school: comparing EFL and CLIL
spellingShingle Vocabulary learning at primary school: comparing EFL and CLIL
Tragant Mestres, Elsa
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
title_short Vocabulary learning at primary school: comparing EFL and CLIL
title_full Vocabulary learning at primary school: comparing EFL and CLIL
title_fullStr Vocabulary learning at primary school: comparing EFL and CLIL
title_full_unstemmed Vocabulary learning at primary school: comparing EFL and CLIL
title_sort Vocabulary learning at primary school: comparing EFL and CLIL
dc.creator.none.fl_str_mv Tragant Mestres, Elsa
Marsol Jornet, Anna
Serrano Serrano, Raquel
Llanes Baró, Àngels
author Tragant Mestres, Elsa
author_facet Tragant Mestres, Elsa
Marsol Jornet, Anna
Serrano Serrano, Raquel
Llanes Baró, Àngels
author_role author
author2 Marsol Jornet, Anna
Serrano Serrano, Raquel
Llanes Baró, Àngels
author2_role author
author
author
dc.subject.none.fl_str_mv 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
topic 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
description 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.
publishDate 2015
dc.date.none.fl_str_mv 2015
2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/163514
url https://hdl.handle.net/2445/163514
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1080/13670050.2015.1035227
International Journal of Bilingual Education and Bilingualism, 2015, vol. 19, num. 5, p. 579-591
https://doi.org/10.1080/13670050.2015.1035227
dc.rights.none.fl_str_mv (c) Taylor and Francis, 2015
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Taylor and Francis, 2015
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 27 p.
application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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