1,289
Views
9
CrossRef citations to date
0
Altmetric
Articles

The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

ORCID Icon, ORCID Icon &
Pages 449-472 | Received 08 Mar 2017, Accepted 24 Aug 2017, Published online: 05 Sep 2017

References

  • Abbott, R. D., and V. W. Berninger. 1993. “Structural Equation Modeling of Relationships among Developmental Skills and Writing Skills in Primary and Intermediate Grade Writers.” Journal of Educational Psychology 85 (3): 478–508. doi: 10.1037/0022-0663.85.3.478
  • Admiraal, W., G. Westhoff, and K. de Bot. 2006. “Evaluation of Bilingual Secondary Education in the Netherlands: Students' Language Proficiency in English.” Educational Research and Evaluation 12 (1): 75–93. doi: 10.1080/13803610500392160
  • Bardovi-Harlig, K. 1992. “A Second Look at T-unit Analysis: Reconsidering the Sentence.” TESOL Quarterly 26: 390–395. doi: 10.2307/3587016
  • Berninger, V., R. D. Abbott, S. P. Abbott, S. Graham, and T. Richards. 2002. “Writing and Reading Connections between Language by Hand and Language by Eye.” Journal of Learning Disabilities 35 (1): 39–56. doi: 10.1177/002221940203500104
  • Birdsong, D. 2006. “Age and Second Language Acquisition and Processing: A Selective Overview.” Language Learning 56 (1): 9–49. doi: 10.1111/j.1467-9922.2006.00353.x
  • Birdsong, D. 2014. “The Critical Period Hypothesis for Second Language Acquisition: Tailoring the Coat of Many Colors.” In Essential Topics in Applied Linguistics and Multilingualism, Second Language Learning and Teaching, edited by M. Pawlak and L. Aronin. Switzerland: Springer International. doi:10.1007/978-3-319-01414-2_3.
  • Bruton, A. 2011. “Is CLIL so Beneficial, or Just Selective? Re-evaluating Some of the Research.” System 39: 523–532. doi: 10.1016/j.system.2011.08.002
  • Bruton, A. 2013. “CLIL: Some of the Reasons Why … and Why Not.” System 41: 587–597. doi: 10.1016/j.system.2013.07.001
  • Coady, J., J. Magoto, P. Hubbard, J. Graney, and K. Mokhtari. 1993. “High Frequency Vocabulary and Reading Proficiency in ESL Readers.” In Matsuoka and Hirsh: Second Language Reading and Vocabulary Learning, edited by T. Huckin, M. Haynes and J. Coady, 217–228. Norwood, NJ: Ablex.
  • Cohen, L. 1980. Research Methods in Education. London: Croom Helm.
  • Coyle, D. 2007. “Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies.” The International Journal of Bilingual Education and Bilingualism 10 (5): 543–562. doi: 10.2167/beb459.0
  • Coyle, D., P. Hood, and D. Marsh. 2010. CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press.
  • Cummins, J. 1980. “The Entry and Exit Fallacy in Bilingual Education.” In An Introductory Reader to the Writings of Jim Cummins, edited by C. Baker and N. Hornberger, 110–138. Clevedon: Multilingual Matters.
  • Cummins, J. 1982. “Tests, Achievement, and Bilingual Students.” National Clearinghouse for Bilingual Education 9: 2–9.
  • Dalton-Puffer, C. 2008. “Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research from Europe.” International Journal of Bilingual Education and Bilingualism 10: 543–562.
  • DeKeyser, R. 2000. “The Robustness of Critical Period Effects in Second Language Acquisition.” Studies in Second Language Acquisition 22 (4): 499–533. doi: 10.1017/S0272263100004022
  • DeKeyser, R. 2012. “Interactions between Individual Differences, Treatments, and Structures in Second Language Acquisition.” Language Learning 62 (2): 189–200. doi: 10.1111/j.1467-9922.2012.00712.x
  • DeKeyser, R. 2013. “Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding.” Language Learning 63 (1): 52–67. doi: 10.1111/j.1467-9922.2012.00737.x
  • European Commission. 1995. White Paper on Education and Learning. Brussels: European Commission.
  • Eurydice. European Commission. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice.
  • Friedl, G., and M. Auer. 2007. “Rating Scale Used for Assessment of the Writing Task.” Erläuterungen zur Novellierung del Reifeprufungsverordnung fur AHS, lebende Fremdsprachen. BIFIE. Wien – St. Pölten. http://www.bifie.at/publikationen.
  • Gallardo, F., M. L. García Lecumberri, and E. Gómez Lacabex. 2009. “Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: Assessment of English Pronunciation.” In Content and Language Integrated Learning: Evidence from Research in Europe, edited by Y. Ruiz de Zarobe and R. M. Jiménez Catalán, 63–80. Bristol: Multilingual Matters.
  • García-Mayo, M. P., and M. L. García Lecumberri. 2003. Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters.
  • Grisaleña, J., E. Alonso, and A. Campo. 2009. “Enseñanza Plurilingüe en Centros de Educación Secundaria: Análisis de Resultados.” Revista Iberoamericana de Educación 49 (1): 1–12.
  • Housen, A. 2012. “Time and Amount of L2 Contact Inside and Outside the School. Insights from the European Schools.” In Intensive Exposure Experiences in Second Language Learning, edited by C. Muñoz, 111–138. Bristol: Multilingual Matters.
  • Järvinen, H. 2010. “Language as a Meaning Making Resource in Learning and Teaching Content.” In Language use and Language Learning in CLIL Classrooms, edited by C. Dalton Puffer, T. Nikula and U. Smit, 145–168. Amsterdam: John Benjamins.
  • Jiménez-Catalán, R. M., Y. Ruiz de Zarobe, and J. Cenoz. 2006. “Vocabulary Profiles of English Foreign Language Learners in English as a Subject and as a Vehicular Language.” Views 15 (3): 23–26.
  • Johansson, S. 1973. “Partial Dictation as a Test of Foreign Language Proficiency.” Swedish-English Contrastive Studies Report No. 3.
  • Koons, H. 2008. “The Reading-writing Connection: An Investigation of the Relationship Between Reading Ability and Writing Quality Across Multiple Grades and Three Writing Discourse Modes.” PhD Thesis., University of North Carolina.
  • Krashen, S., M. H. Long, and R. C. Scarcella. 1979. “Age, Rate, and Eventual Attainment in Second Language Acquisition.” TESOL Quarterly 13: 573–582. doi: 10.2307/3586451
  • Lasagabaster, D. 2008. “Foreign Language Competence in Content and Language Integrated Courses.” The Open Applied Linguistics Journal 1 (1): 30–41. doi: 10.2174/1874913500801010030
  • Lasagabaster, D. 2011. “English Achievement and Student Motivation in CLIL and EFL Settings.” Innovation in Language Learning and Teaching 5: 3–18. doi: 10.1080/17501229.2010.519030
  • Lasagabaster, D., and J. M. Sierra. 2009. “Language Attitudes in CLIL and Traditional EFL Classes.” International CLIL Research Journal 1 (2): 4–17.
  • Laufer, B. 1992. “Reading in a Foreign Language: How Does L2 Lexical Knowledge Interact with the Reader’s General Academic Ability?” Journal of Research in Reading 15: 95–103. doi: 10.1111/j.1467-9817.1992.tb00025.x
  • Lázaro Ibarrola, A. 2012. “Faster and Further Morphosyntactic Development of CLIL vs. EFL Basque-Spanish Bilinguals Learning English in High-school.” International Journal of English Studies 12 (1): 79–96.
  • Llanes, A., and C. Muñoz. 2013. “Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home.” Language Learning 63 (1): 63–90. doi: 10.1111/j.1467-9922.2012.00731.x
  • Lorenzo, F., S. Casal, and P. Moore. 2010. “The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project.” Applied Linguistics 31 (3): 418–442. doi: 10.1093/applin/amp041
  • Martínez Adrián, M., and M. J. Gutiérrez Mangado. 2009. “The Acquisition of English Syntax by CLIL Learners in the Basque Country.” In Content and Language Integrated Learning: Evidence from Research in Europe, edited by Y. Ruiz de Zarobe and R. M. Jiménez Catalán, 176–196. Bristol: Multilingual Matters.
  • McNamara, T. F. 2009. Personal Communication at the University of Vienna. Vienna: University of Vienna.
  • Mehisto, P., D. Marsh, and M. J. Frigols. 2008. Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education. London: Macmillan.
  • Merino, J. A., and D. Lasagabaster. 2015. “CLIL as a Way to Multilingualism.” International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2015.1128386.
  • Moreno, S. 2009. “Young Learners’ L2 Word Association Responses in Two Different Learning Contexts.” In Content and Language Integrated Learning: Evidence from Research in Europe, edited by Y. Ruiz de Zarobe and R. M. Jiménez Catalán, 93–111. Bristol: Multilingual Matters.
  • Muñoz, C. 2002. “CLIL-AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera). Relevance and Potential of CLIL.” In CLIL/EMILE. The European Dimension. Actions, Trends and Foresight Potential, edited by D. Marsh, 33–36. Jyväskyla: University of Jyväskyla.
  • Muñoz, C. 2006. “The Effects of Age on Foreign Language Learning: The BAF Project.” In Age and the Rate of Foreign Language Learning, edited by C. Muñoz, 1–40. Clevedon: Multilingual Matters.
  • Muñoz, C. 2007. “CLIL: Some Thoughts on its Psycholinguistic Principles.” In Models and Practice in CLIL, edited by F. Lorenzo, S. Casal, V. de Alba, and P. Moore, 17–26. Logroño: Monográfico de la Revista Española de Lingüística Aplicada (Resla).
  • Muñoz, C. 2008. “Age-related Differences in Foreign Language Learning. Revisiting the Empirical Evidence.” IRAL - International Review of Applied Linguistics in Language Teaching 46: 195–220. doi: 10.1515/IRAL.2008.009
  • Muñoz, C. 2015. “Time and Timing in CLIL: A Comparative Approach to Language Gains.” In Content-based Learning in Multilingual Educational Environments, edited by M. Juan-Garau and J. Salazar-Noguera, 87–105. Berlin: Springer.
  • Navés, T. 2011. “How Promising are the Results of Integrating Content and Language for EFL Writing and Overall EFL Proficiency?” In Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts, edited by Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo del Puerto, 155–186. Bern: Peter Lang.
  • Navés, T., and M. Victori. 2010. “CLIL in Catalonia: An Overview of Research Studies.” In CLIL in Spain: Implementation, Results and Teacher Training, edited by Y. Ruiz de Zarobe, and D. Lasagabaster, 30–54. Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Norris, J. M., and L. Ortega. 2009. “Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity.” Applied Linguistics 30 (4): 555–578. doi: 10.1093/applin/amp044
  • Novotná, J., and M. Hofmannová. 2000. “CLIL and Mathematics Education.” Proceedings of the international conference on ‘mathemathics for living: The mathematics education into the 21st century project, CLIL, 226–230.
  • Oller, J. W. 1979. Language Testing at School: A Pragmatic Approach. London: Longman.
  • Oller, J. W. 1993. Methods that Work. Boston: Heinle & Heinle.
  • Pérez-Cañado, M. L. 2012. “CLIL Research in Europe: Past, Present and Future.” International Journal of Bilingual Education and Bilingualism 15 (3): 315–341. doi: 10.1080/13670050.2011.630064
  • Pérez-Cañado, M. L. 2016a. “Stopping the ‘Pendulum Effect’ in CLIL Research: Finding the Balance between Pollyanna and Scrooge.” Applied Linguistics Review. doi:10.5565/rev/jtl3.667.
  • Pérez-Cañado, M. L. 2016b. ““From the CLIL Craze to the CLIL Conundrum: Addressing the Current CLIL Controversy.” Bellaterra Journal of Teaching & Learning Language & Literature 9 (1): 9–31. doi: 10.5565/rev/jtl3.667
  • Pérez-Vidal, C. 2011. “Language Acquisition in Three Different Contexts of Learning: Formal Instruction, Stay Abroad, and Semi-immersion (CLIL).” In Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts, edited by Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo, 103–127. Bern: Peter Lang.
  • Rifkin, B. 2005. “A Ceiling Effect in Traditional Classroom Foreign Language Instruction: Data from Russian.” The Modern Language Journal 89 (1): 3–18. doi: 10.1111/j.0026-7902.2005.00262.x
  • Robinson, P. 2007. “Aptitudes, Abilities, Contexts and Practice.” In Practice in a Second Language. Perspectives from Applied Linguistics and Cognitive Psychology, edited by R. DeKeyser, 256–286. Cambridge: Cambridge University Press.
  • Roquet, H. 2011. Integrating Content and Language in Mainstream Education in Barcelona. A Study of the Acquisition of English as a Foreign Language. Saarbrücken: Lambert Academic Publishing.
  • Ruiz de Zarobe, Y. 2007. “CLIL in a Bilingual Community: Similarities and Differences with the Learning of English as a Foreign Language.” Vienna English Working Papers (Special Issue: Current Research on CLIL 2) 16 (3): 47–53.
  • Ruiz de Zarobe, Y. 2008. “CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country.” International CLIL Research Journal 1 (1): 60–73.
  • San Isidro, X. 2010. “An Insight into Galician CLIL: Provision and Results.” In CLIL in Spain: Implementation, Results and Teacher Training, edited by D. Lasagabaster and Y. Ruiz de Zarobe, 55–78. Newcastle: Cambridge Scholars Publishing.
  • Schoonjans, E. 2013. “Second/Foreign Language Learning in Context. Investigating Linguistic Proficiency and Socio-affective Dispositions in Four Different Learning Contexts.” Doctoral Diss., Universiteit Brussel, Vrije.
  • Seikkula-Leino, J. 2007. “CLIL Learning: Achievement Levels and Affective Factors.” Language and Education 21 (4): 328–341. doi: 10.2167/le635.0
  • Snow, C. E., and M. Hoefnagel-Höle. 1978. “The Critical Period for Language Acquisition: Evidence from Second Language Learning.” Child Development 49: 1114–1128. doi: 10.2307/1128751
  • Tavakoli, P., and P. Foster. 2008. “Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output.” Language Learning 58 (2): 439–473. doi: 10.1111/j.1467-9922.2008.00446.x
  • Tierney, R. J., and P. D. Pearson. 1983. “Toward a Composing Model of Reading.” Language Arts 60 (5): 568–580.
  • Van de Craen, P., K. Mondt, L. Allain, and Y. Gao. 2007. “Why and How CLIL Works. An Outline for a CLIL Theory.” Vienna English Working Papers 16 (3): 70–78. CLIL Special Issue.
  • Villarreal, I. 2011. “Tense and Agreement in the Non-native English of Basque-Spanish Bilinguals: Content and Language Integrated Learners vs. English as a School Subject Learners.” Doctoral Diss., Universidad del País Vasco, Spain.
  • Villarreal, I., and M. P. García-Mayo. 2009. “Tense and Agreement Morphology in the Interlanguage of Basque/Spanish Bilinguals: CLIL Versus Non-CLIL.” In Content and Language Integrated Learning: Evidence from Research in Europe, edited by Y. Ruiz de Zarobe and R. M. Jiménez Catalán, 157–175. Bristol: Multilingual Matters.
  • Weir, C. J. 1998. Communicative Language Testing with Special Reference to English as a Foreign Language. Vol. 11. Exeter: Exeter Linguistic Studies, University of Exeter.
  • Wolfe-Quintero, K., S. Inagaki, and H. Kim. 1998. Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity. Hawai’i: University of Hawai’i at Manoa.

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:

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:

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.