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Abstract
Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221 CLIL students from the Basque Autonomous Community (BAC; Spain) filled out a questionnaire which analysed students' perceptions regarding the importance of grammar and language skills, their preferences for instructional activities, and their self-perceived language improvement. The results revealed that the participants attached importance to all language aspects and that they preferred group work and active participation in class in the early grades, although their enthusiasm for both aspects waned with time. Finally, the longitudinal data showed that their perceived English improvement was greater in their CLIL classes than in their regular English as a Foreign Language (EFL) classes.
Acknowledgements
The results presented in this paper are part of the following research projects: FFI2012-34214 (Spanish Ministry of Economy and Competitiveness) and IT311-10 (Department of Education, University and Research of the Basque Government). We would also like to thank the students who participated in the study.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
David Lasagabaster
David Lasagabaster and Aintzane Doiz are associate professors at the University of the Basque Country (UPV/EHU), Spain. They have published on second/third language acquisition, CLIL, language awareness, attitudes and motivation, and multilingualism. They have published widely in international journals, books, and edited books. Among others, they have co-edited English-Medium Instruction at Universities: Global Challenges (Multilingual Matters, 2013) and Motivation and Foreign Language Learning: From Theory to Practice (John Benjamins, 2014).
Aintzane Doiz
David Lasagabaster and Aintzane Doiz are associate professors at the University of the Basque Country (UPV/EHU), Spain. They have published on second/third language acquisition, CLIL, language awareness, attitudes and motivation, and multilingualism. They have published widely in international journals, books, and edited books. Among others, they have co-edited English-Medium Instruction at Universities: Global Challenges (Multilingual Matters, 2013) and Motivation and Foreign Language Learning: From Theory to Practice (John Benjamins, 2014).