Advanced search
Publication Cover
International Journal of Bilingual Education and Bilingualism Volume 22, 2019 - Issue 6
Submit an article Journal homepage
4,382
Views
81
CrossRef citations to date
0
Altmetric
Articles

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

Javier Fernández-SanjurjoDepartment of Educational Sciences, University of Oviedo, Oviedo, SpainView further author information
,
Alberto Fernández-CostalesDepartment of Educational Sciences, University of Oviedo, Oviedo, SpainCorrespondence[email protected]
View further author information
&
José Miguel Arias BlancoDepartment of Educational Sciences, University of Oviedo, Oviedo, SpainView further author information
Pages 661-674 | Received 29 Sep 2016, Accepted 07 Feb 2017, Published online: 24 Feb 2017

Citations (81)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (30)

Yuen Yi Lo, Daniel Fung & Xuyan Qiu. (2023) Assessing content knowledge through L2: mediating role of language of testing on students’ performance. Journal of Multilingual and Multicultural Development 44:10, pages 1013-1028.
Read now
María Luisa Pérez Cañado. (2023) Inclusion and diversity in bilingual education: a European comparative study. International Journal of Bilingual Education and Bilingualism 26:9, pages 1129-1145.
Read now
Antonio Vicente Casas Pedrosa & Diego Rascón Moreno. (2023) Attention to diversity in bilingual education: student and teacher perspectives in Spain. International Journal of Bilingual Education and Bilingualism 26:9, pages 1111-1128.
Read now
María Luisa Pérez Cañado. (2023) Guest editorial. International Journal of Bilingual Education and Bilingualism 26:9, pages 1015-1021.
Read now
Tamara Roth & Franz X. Bogner. (2023) The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations. International Journal of Science Education 0:0, pages 1-24.
Read now
Daniel Fung & Edsoulla Chung. (2023) Defining language goals in EMI: vocabulary demand in a high-stakes assessment in Hong Kong. Language and Education 0:0, pages 1-15.
Read now
Laura Karabassova & Xabier San Isidro. (2023) Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan. International Journal of Multilingualism 20:2, pages 556-575.
Read now
Xiaochen Rui, Xiaochu Li, Yuxia Li & Yuen Yi Lo. (2022) Examining the effects of teacher collaboration on student learning in a CLIL classroom. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-17.
Read now
Francisco Javier Palacios-Hidalgo, María Elena Gómez-Parra, Cristina A. Huertas-Abril & Roberto Espejo-Mohedano. (2022) Participation in bilingual education programs as a key factor to linguistic success: the Spanish case. Language and Education 36:6, pages 560-575.
Read now
Bram Bulté, Jill Surmont & Liesbeth Martens. (2022) The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils. International Journal of Bilingual Education and Bilingualism 25:9, pages 3151-3170.
Read now
Elvira Barrios & Irene Acosta-Manzano. (2022) Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual and Multicultural Development 43:7, pages 665-678.
Read now
Martina-S. Ramírez-Orduña, Susana Sánchez-Herrera, Javier Cubero-Juánez & Ana-Belén Borrachero-Cortés. (2022) Bilingual teaching and homework: analysis of families’ emotional variables (Enseñanza bilingüe y deberes escolares: análisis de las variables emocionales familiares). Culture and Education 34:3, pages 574-596.
Read now
Simone Virdia. (2022) The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy. International Journal of Bilingual Education and Bilingualism 25:5, pages 1877-1893.
Read now
R. Durán-Martínez, Fernando Beltrán-Llavador & Fernando Martínez-Abad. (2022) Training priorities in primary education bilingual programmes in Spain. European Journal of Teacher Education 45:3, pages 303-319.
Read now
Ruth Fielding & Lesley Harbon. (2022) Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programmes. International Journal of Bilingual Education and Bilingualism 25:3, pages 997-1020.
Read now
Juan de Dios Martínez Agudo. (2022) To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain. International Journal of Bilingual Education and Bilingualism 25:2, pages 598-611.
Read now
María Orcasitas-Vicandi & Oihana Leonet. (2022) The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English. International Journal of Multilingualism 19:1, pages 124-141.
Read now
Elvira Barrios. (2022) The effect of parental education level on perceptions about CLIL: a study in Andalusia. International Journal of Bilingual Education and Bilingualism 25:1, pages 183-195.
Read now
Karina Rose Mahan, Lisbeth M. Brevik & Marianne Ødegaard. (2021) Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism 24:3, pages 401-418.
Read now
Sara Salloum & Saouma BouJaoude. (2020) Language in teaching and learning science in diverse Lebanese multilingual classrooms: interactions and perspectives. International Journal of Science Education 42:14, pages 2331-2363.
Read now
Josep Coral, Meritxell Urbiola, Eduard Sabaté, Josep Bofill, Teresa Lleixà & Ruth Vilà Baños. (2020) Does the teaching of physical education in a foreign language jeopardise children's physical activity time? A pilot study. International Journal of Bilingual Education and Bilingualism 23:8, pages 839-854.
Read now
Elisa Pérez Gracia, Rocío Serrano Rodríguez & Antonio J. Carpio. (2020) Promoting interculture through content and competences within bilingual education: teachers in action. Intercultural Education 31:4, pages 407-426.
Read now
Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio, Cindy Guerrero, Wenhong Guo, Nahed Abdelrahman & Jiniva Serrano. (2020) Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: An International Journal 15:1, pages 18-39.
Read now
María Luisa Pérez Cañado. (2020) Implementing bilingual education in monolingual contexts: lessons learned and ways forward. The Language Learning Journal 48:1, pages 1-3.
Read now
María Luisa Pérez Cañado. (2020) CLIL and elitism: myth or reality?. The Language Learning Journal 48:1, pages 4-17.
Read now
Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio, Cindy Guerrero, Shifang Tang & Kara L. Sutton-Jones. (2019) The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S. Educational Studies 45:5, pages 533-553.
Read now
Xabier San Isidro & David Lasagabaster. (2019) Code-switching in a CLIL multilingual setting: a longitudinal qualitative study. International Journal of Multilingualism 16:3, pages 336-356.
Read now
Anssi Roiha. (2019) Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis. Nordic Journal of Studies in Educational Policy 5:2, pages 92-103.
Read now
Anssi Roiha & Mélodine Sommier. (2018) Viewing CLIL through the eyes of former pupils: insights into foreign language and intercultural attitudes. Language and Intercultural Communication 18:6, pages 631-647.
Read now
Daniel Madrid & María Luisa Pérez Cañado. (2018) Innovations and Challenges in Attending to Diversity through CLIL. Theory Into Practice 57:3, pages 241-249.
Read now

Articles from other publishers (51)

Ene Alas, Aleksandra Ljalikova & Merle Jung. (2023) CLIL teacher beliefs as they emerge working in tandem. Journal of Immersion and Content-Based Language Education 11:2, pages 229-254.
Crossref
Erhan Gülşen & Kenan Dikilitaş. (2023) (Re)construction of teacher identities in a soft-CLIL context. Journal of Immersion and Content-Based Language Education 11:2, pages 204-228.
Crossref
Breandán Mac Gearailt, Gerry Mac Ruairc & Clíona Murray. (2023) SIOF. Journal of Immersion and Content-Based Language Education.
Crossref
María Isabel Amor, Antonio-Jesús Tinedo-Rodríguez & Mercedes Osuna-Rodríguez. (2023) The Interaction between Language Skills and Cross-Cultural Competences in Bilingual Programs. Languages 8:3, pages 181.
Crossref
Jiajia Eve Liu, Yuen Yi Lo & Jieting Jerry Xin. (2023) CLIL teacher assessment literacy: A scoping review. Teaching and Teacher Education 129, pages 104150.
Crossref
Enrique Cerezo Herrero & María Rosario García-Bellido. (2023) Plurilingual education. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:1, pages 120-153.
Crossref
Magdalena López-Pérez, Juan Luis de la Montaña Conchiña, José Luis Bravo Galán & Guadalupe de la Maya Retamar. (2023) Bilingual Science Lexicon of Pre-Serviced Primary School Teachers. Education Sciences 13:5, pages 464.
Crossref
Paolo E. Balboni, Fabio Caon, Marcella Menegale & Graziano SerragiottoFabiana Rosi. 2023. La linguistica educativa tra ricerca e sperimentazione Scritti in onore di Carmel Mary Coonan. La linguistica educativa tra ricerca e sperimentazione Scritti in onore di Carmel Mary Coonan.
Daniel Fung & Yuen Yi Lo. (2023) Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input. System 113, pages 103004.
Crossref
María Luisa Pérez Cañado. (2023) What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019). Applied Linguistics Review 14:2, pages 347-367.
Crossref
Antonio Daniel Juan Rubio & Isabel Maria García Conesa. 2023. Handbook of Research on Language Teacher Identity. Handbook of Research on Language Teacher Identity 372 394 .
Julio Roca de Larios, Yvette Coyle & Vanessa García. (2022) The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class. Studies in Second Language Learning and Teaching 12:4, pages 597-622.
Crossref
Tamara Roth, Cathérine Conradty & Franz X. Bogner. (2022) The relevance of school self-concept and creativity for CLIL outreach learning. Studies in Educational Evaluation 73, pages 101153.
Crossref
Jorge Jiménez-Gutiérrez, Elvira Fernández-Ahumada & Natividad Adamuz-Povedano. 2022. Handbook of Research on International Approaches and Practices for Gamifying Mathematics. Handbook of Research on International Approaches and Practices for Gamifying Mathematics 67 88 .
Jill Surmont, Thomas Caira, Esli Struys & Elisabeth A. Meuleman. 2022. Handbook of Research on International Approaches and Practices for Gamifying Mathematics. Handbook of Research on International Approaches and Practices for Gamifying Mathematics 46 66 .
Valentina Piacentini, Rui Marques Vieira & Ana Raquel Simões. (2022) Can “Integrated Learning” with English support science education? A case study in Portugal. Eurasia Journal of Mathematics, Science and Technology Education 18:6, pages em2114.
Crossref
Iris Orosia Campos & Patricia Lachén Iborra. (2022) Exploración de la sensibilidad intercultural del alumnado en centros bilingües de Educación Primaria de Aragón. Didáctica. Lengua y Literatura 34, pages 123-135.
Crossref
Malik Satayev, Nuri Balta, Izbassarova R. Shaymerdenovna, Raquel Fernández-Cézar & Gema Alcaraz-Mármol. (2022) Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students. Frontiers in Education 7.
Crossref
María Victoria Guadamillas Gómez. 2022. Research Anthology on Bilingual and Multilingual Education. Research Anthology on Bilingual and Multilingual Education 1253 1266 .
Esther Nieto Moreno de Diezmas. 2022. Research Anthology on Bilingual and Multilingual Education. Research Anthology on Bilingual and Multilingual Education 327 351 .
O. Polyakova & L. de Ros Cócera. (2022) Educational Breakout and Sustainable CLIL Teacher Training. Psychological Science and Education Психологическая наука и образование 27:2, pages 96-107.
Crossref
Artyom Zubkov. 2022. Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. Integration of Engineering Education and the Humanities: Global Intercultural Perspectives 112 119 .
Noushin Nouri, Alma D. Rodríguez & Maryam Saberi. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 617 651 .
Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva & Elena Tokareva. (2021) Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom. Education Sciences 11:12, pages 808.
Crossref
Thomas Canz, Nicole Piesche, Sara Dallinger & Kathrin Jonkmann. (2021) Test-language effects in bilingual education: Evidence from CLIL classes in Germany. Learning and Instruction 75, pages 101499.
Crossref
Xabier San Isidro. (2021) CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views. Language Teaching Research, pages 136216882110324.
Crossref
Marcos Ruiz Álvarez, Luisa López Banet & Carmen María Soto Cascales. (2021) Contenidos conceptuales sobre cambios químicos en los libros de texto de 2º ESO de programas bilingües. Ápice. Revista de Educación Científica 5:1, pages 33-51.
Crossref
Ivana Cimermanová. (2021) A Review of European Research on Content and Language Integrated Learning. Integration of Education 25:2, pages 192-213.
Crossref
Francisco Lorenzo, Adrián Granados & Nuria Rico. (2021) Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe. Applied Linguistics 42:3, pages 393-413.
Crossref
Marianne Turner. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms 43 62 .
Jiangshan An, Ernesto Macaro & Ann Childs. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms 17 42 .
M. Dolores Ramírez-Verdugo & Alfonso García de la Vega. 2021. Research Anthology on Developing Critical Thinking Skills in Students. Research Anthology on Developing Critical Thinking Skills in Students 142 156 .
Marianne Nikolov & Veronika Timpe-Laughlin. (2020) Assessing young learners’ foreign language abilities. Language Teaching 54:1, pages 1-37.
Crossref
Darío Luis Banegas & Chantal Hemmi. 2021. International Perspectives on CLIL. International Perspectives on CLIL 281 295 .
María del Mar Gálvez Gómez. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 141 165 .
Macarena Navarro-Pablo. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 119 140 .
Noushin Nouri, Alma D. Rodríguez & Maryam Saberi. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 35 .
Enrique Cerezo Herrero, María Candelaria Romeu Peiró & Almudena Grao Rodríguez. (2020) Key competences and plurilingual education in the Valencian Region (Spain): A curricular analysis of Primary Education. Pulso. Revista de educación:43, pages 35-53.
Crossref
M. Dolores Ramírez-Verdugo. 2020. Interdisciplinary Approaches Toward Enhancing Teacher Education. Interdisciplinary Approaches Toward Enhancing Teacher Education 1 19 .
Candice Frances, Angela De Bruin & Jon Andoni Duñabeitia. (2020) THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING. Studies in Second Language Acquisition 42:4, pages 891-903.
Crossref
Darío Luis Banegas, Kathleen Corrales & Paige Poole. (2020) Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia. System 91, pages 102265.
Crossref
María Victoria Guadamillas Gómez. 2020. Using Literature to Teach English as a Second Language. Using Literature to Teach English as a Second Language 81 98 .
Esther Nieto Moreno de Diezmas. 2020. Handbook of Research on Bilingual and Intercultural Education. Handbook of Research on Bilingual and Intercultural Education 383 407 .
Marianne Turner. (2019) The positioning of Japanese in a secondary CLIL science classroom in Australia. Journal of Immersion and Content-Based Language Education 7:2, pages 192-211.
Crossref
Macarena Navarro-Pablo, Yiyi López-Gándara & Eduardo García-Jiménez. (2019) The use of digital resources and materials In and outside the bilingual classroom. Comunicar 27:59, pages 83-93.
Crossref
Tsui-Ying Lin, Wei-Hua Shih & Min-Shan Lee. 2019. English Literacy Instruction for Chinese Speakers. English Literacy Instruction for Chinese Speakers 75 93 .
Daniel Madrid Fernández, José Luis Ortega-Martín & Stephen Pearse Hughes. 2019. Content and Language Integrated Learning in Spanish and Japanese Contexts. Content and Language Integrated Learning in Spanish and Japanese Contexts 11 35 .
María Luisa Pérez Cañado. (2018) The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction 57, pages 18-33.
Crossref
Esther Nieto Moreno de Diezmas. (2018) Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL. Revista de Lingüística y Lenguas Aplicadas 13:1, pages 75.
Crossref
M. Dolores Ramírez-Verdugo & Alfonso García de la Vega. 2018. Cross-Cultural Perspectives on Technology-Enhanced Language Learning. Cross-Cultural Perspectives on Technology-Enhanced Language Learning 222 236 .
Javier Fernández Sanjurjo, José Miguel Arias Blanco & Alberto Fernández-Costales. (2018) Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning. System 73, pages 16-26.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.