Extramural Exposure and Language Attainment: The Examination of Input-Related Variables in CLIL Programmes

• Nina Karen Lancaster ^[1]
  1. [1] City Heights E-ACT Academy, UK
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 29, 2018, págs. 91-114
• Idioma: inglés
• DOI: 10.30827/digibug.54024
• Títulos paralelos:
  • La exposición extramural y el dominio del inglés: Los efectos de las variables relacionadas con el input en los programas AICLE
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    Este artículo presenta los resultados de un estudio cuantitativo para determinar los efectos del AICLE y de la exposición extramural en el nivel de la lengua extranjera.

    Se examina la relación entre el AICLE y las variables relacionadas con el input desde una perspectiva bidimensional. En primer lugar, se identifica si la participación en programas AICLE fomenta una mayor exposición al inglés (a través de los libros y las revistas, las series de televisión y las películas, Internet, videojuegos y clases particulares). Posteriormente, se evidencia si los resultados son mejores mediante el AICLE o la docencia formal y como varían según el tipo de colegio. Para finalizar, se estudia si se puede atribuir el diferencial del dominio de la lengua extranjera entre los grupos AICLE y los de enseñanza tradicional a esta exposición extramural o si otras variables (tales como la motivación, la inteligencia verbal, el nivel socioeconómico o el programa AICLE en sí) explican la mayor parte de la varianza. El estudio se ha realizado en la comunidad autónoma de Extremadura con la participación de diez colegios públicos bilingües y concertados (en Educación Primaria y Secundaria Obligatoria), con 156 alumnos bilingües y 162 alumnos de la enseñanza tradicional.

  • English

    This article documents the findings of a quantitative study to gauge the impact of CLIL and extramural exposure on foreign language attainment. The relationship between CLIL and input-related variables is examined from a double-fold perspective.

    First, it is determined if CLIL scenarios favour more extramural exposure to English (in the form of books and magazines, TV series and movies, the Internet and videogames, songs and private lessons). Then, we reveal if language outcomes are better by means of CLIL or Formal Instruction (FI) and how this varies according to type of school. Finally, we explore whether the language proficiency differential between the CLIL and the EFL groups can be ascribed to this extramural exposure or whether other variables (such as motivation, verbal intelligence, socioeconomic status, or the CLIL programme itself) account for the greatest proportion of variance. Ten public bilingual and charter schools (in Primary and Compulsory Secondary Education) in the autonomous community of Extremadura have taken part in the study, with a total of 156 CLIL learners and 162 EFL students.

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