Beginning L2 complexity development in CLIL and non-CLIL secondary education.
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| Title: | Beginning L2 complexity development in CLIL and non-CLIL secondary education. |
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| Authors: | Bulté, Bram1 bram.bulte@vub.be, Housen, Alex1 alex.housen@vub.be |
| Source: | Instructed Second Language Acquisition. 2019, Vol. 3 Issue 2, p153-180. 28p. |
| Subject Terms: | *Study & teaching of language composition, *Second language acquisition, *Integrated learning systems, *Bilingual education, *English as a foreign language, *Secondary education, Linguistics |
| Abstract: | The present study analyses the impact of a bilingual Content and Language Integrated Learning (CLIL) programme vis-à-vis a regular monolingual programme on the development of different aspects of L2 learners' linguistic (syntactic, morphological and lexical) complexity. Five pupils enrolled in a Dutch--English CLIL programme in a secondary school in the Netherlands are compared with five peers following the mainstream programme with English as a Foreign Language (EFL) teaching. The longitudinal development of these ten pupils' linguistic complexity in L2-English is investigated by means of six complexity measures calculated for each of eleven writing tasks collected over a period spanning their first nineteen months of secondary education. Linear mixed models are used to estimate the effects of time and programme type on the pupils' L2 complexity. The results indicate that both groups of learners significantly increase the complexity of their L2 writing over the course of the study. Surprisingly, only limited effects of programme type (CLIL vs non-CLIL) are found, despite considerable differences in the quantity and quality of instructional exposure to the target language, suggesting that for these pupils increased and more varied instructional exposure to the L2 in the CLIL programme did not lead to significantly different L2 productions in terms of linguistic complexity. Several possible explanations for these findings are considered and the implications for CLIL research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139714840 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Beginning L2 complexity development in CLIL and non-CLIL secondary education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bulté%2C+Bram%22">Bulté, Bram</searchLink><relatesTo>1</relatesTo><i> bram.bulte@vub.be</i><br /><searchLink fieldCode="AR" term="%22Housen%2C+Alex%22">Housen, Alex</searchLink><relatesTo>1</relatesTo><i> alex.housen@vub.be</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. 2019, Vol. 3 Issue 2, p153-180. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Integrated+learning+systems%22">Integrated learning systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present study analyses the impact of a bilingual Content and Language Integrated Learning (CLIL) programme vis-à-vis a regular monolingual programme on the development of different aspects of L2 learners' linguistic (syntactic, morphological and lexical) complexity. Five pupils enrolled in a Dutch--English CLIL programme in a secondary school in the Netherlands are compared with five peers following the mainstream programme with English as a Foreign Language (EFL) teaching. The longitudinal development of these ten pupils' linguistic complexity in L2-English is investigated by means of six complexity measures calculated for each of eleven writing tasks collected over a period spanning their first nineteen months of secondary education. Linear mixed models are used to estimate the effects of time and programme type on the pupils' L2 complexity. The results indicate that both groups of learners significantly increase the complexity of their L2 writing over the course of the study. Surprisingly, only limited effects of programme type (CLIL vs non-CLIL) are found, despite considerable differences in the quantity and quality of instructional exposure to the target language, suggesting that for these pupils increased and more varied instructional exposure to the L2 in the CLIL programme did not lead to significantly different L2 productions in terms of linguistic complexity. Several possible explanations for these findings are considered and the implications for CLIL research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/isla.38247 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 153 Subjects: – SubjectFull: Study & teaching of language composition Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Integrated learning systems Type: general – SubjectFull: Bilingual education Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Linguistics Type: general Titles: – TitleFull: Beginning L2 complexity development in CLIL and non-CLIL secondary education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bulté, Bram – PersonEntity: Name: NameFull: Housen, Alex IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 23984155 Numbering: – Type: volume Value: 3 – Type: issue Value: 2 Titles: – TitleFull: Instructed Second Language Acquisition Type: main |
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