2024-03-29T15:20:45Zhttps://repositori.uji.es/oai/requestoai:repositori.uji.es:10234/1703442019-11-18T14:24:44Zcom_10234_71324com_10234_158176col_10234_107304
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Benet Ramírez, Marta
author
2017-06-13
Nowadays, English proficiency is becoming more and more essential in our lives. In
fact, children are starting to study English at school at ever earlier ages, and the success of
bilingual schools in which English is the target language is increasing significantly. In light
of this situation, new language teaching approaches such as CLIL (Content and Language
Integrated Learning) have been implemented in European education in order to make the
process of teaching/learning a foreign language more effective.
This paper presents a thorough research study into CLIL in European education,
focusing especially on Spain. Its main aims include checking out the efficiency of such
approach, finding out which positive effects it has on learners, and comparing CLIL with
standard foreign language (EFL) programmes in order to determine which one of these
approaches has a more positive impact on learners’ language competences.
In order to achieve all these goals, the present research paper is based on previous
studies conducted by different subject matter experts in different European countries,
focusing especially on these ones carried out in the Spanish education. The results obtained
from each one of these investigations showed considerable evidence of the positive impact
of CLIL on students’ language skills when compared to EFL programmes.
http://hdl.handle.net/10234/170344
Grau en Estudis Anglesos
Grado en Estudios Ingleses
Bachelor's Degree in English Studies
CLIL
EFL
L1
bilingualism
Coyle’s 4Cs Framework
language competence
Positive effects of CLIL on language learning: A comparison of a CLIL and an EFL classroom