¿Los juntamos? A study of L1 use in interactional strategies in CLIL vs. NON-CLIL primary school learners

Published on Mar 22, 2018in International Review of Applied Linguistics in Language Teaching
· DOI :10.1515/iral-2015-0120
María Martínez-Adrián1
Estimated H-index: 1
  • References (20)
  • Citations (1)
📖 Papers frequently viewed together
3 Citations
31 Citations
1 Author (Adriana Lazar)
78% of Scinapse members use related papers. After signing in, all features are FREE.
#1Ting Zhao (University of Oxford)H-Index: 1
#2Ernesto Macaro (University of Oxford)H-Index: 19
This study examined the differential effects of teachers' first language (L1) use and second language (L2)-only explanations on Chinese-speaking adults' acquisition of concrete and abstract English words. A quasi-experimental research design was used, in which 50 participants were assigned to an L1-use condition, 50 participants were assigned to an L2-only use condition, and another 48 participants served as a comparison group. Assessed with a pre-test, immediate post-test, and delayed post-test...
18 CitationsSource
3 CitationsSource
#1María del Pilar García Mayo (UPV/EHU: University of the Basque Country)H-Index: 15
#2Amparo Lázaro Ibarrola (Universidad Pública de Navarra)H-Index: 3
Abstract Interaction research has demonstrated the facilitative role of negotiation of meaning in the process of L2 learning. Pioneering work by Oliver (2002) considered child interaction in an English as a second language (ESL) setting. However, little is known about child interaction in foreign language classrooms and much less about a new learning context that is becoming prevalent in Europe: Content-and-language-integrated-learning (CLIL). Although general discourse features have been invest...
20 CitationsSource
#1Amparo Lázaro (University of Navarra)H-Index: 1
#2Raúl Azpilicueta-Martinez (University of Navarra)H-Index: 1
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The objective is to document which conversational strategies...
10 CitationsSource
#1Diane J. Tedick (UMN: University of Minnesota)H-Index: 19
#2Pamela M. Wesely (UI: University of Iowa)H-Index: 6
This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and majority-language learners. Reference to the few stud...
25 CitationsSource
#1Angel M. Y. Lin (HKU: University of Hong Kong)H-Index: 23
Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching [e.g. Littlewood, W., & Yu...
55 CitationsSource
#1María Martínez Adrián (UPV/EHU: University of the Basque Country)H-Index: 4
Recent studies have highlighted the benefits of CLIL instruction regarding general competence in the acquisition of second languages. However, it is not clear whether these benefits extend to specific areas of grammar. Here we compare the general proficiency and specific linguistic features of a group of learners of L3 English in a CLIL programme with two EFL groups: one matching the CLIL group in age and hours of exposure and a second group two grades ahead. The results confirm that the benefit...
7 CitationsSource
#1Merrill Swain (U of T: University of Toronto)H-Index: 53
#2Sharon LapkinH-Index: 29
An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way...
79 CitationsSource
Abstract In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we uphold that the purported benefits of combi...
35 CitationsSource
This case study explores the purposes for which the target language (TL) and the L1s were used orally by students (N=60) and teachers (N=3) in a mainstream CLIL secondary education context compared to EFL instruction in the Balearic Islands (Spain). Data were gathered by means of questionnaires addressed to students and teachers, oral interviews to instructors and observations of class sessions. The findings show some differences in the languages chosen to speak according to pedagogical function...
7 CitationsSource
Cited By1
#2María Basterrechea (UPV/EHU: University of the Basque Country)H-Index: 3
Last. María Martínez Adrián (UPV/EHU: University of the Basque Country)H-Index: 4
view all 3 authors...
1 CitationsSource