By Yolanda Ruiz de Zarobe, Rosa Maria Jimenez Catalan
This ebook contributes to the expansion of curiosity in content material and Language built-in studying (CLIL), an method of second/foreign language studying that calls for using the objective language to profit content material. It brings jointly serious analyses on theoretical and implementation problems with content material and Language built-in studying, and empirical stories at the effectiveness of this sort of guide on beginners’ language competence.
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Additional info for Content and Language Integrated Learning: Evidence from Research in Europe (Second Language Acquisition)
For Krashen (1997), when schools provide children quality education in their primary language, they give them two things: knowledge and literacy. Literacy developed in the primary language transfers to the second language. Once we can read in one language, we can read in general. There are solid theoretical and empirical grounds for favouring programmes for LEP students that promote the development of their home language before and along with the development of English (Cummins, 1981). García (2008) points out that it might seem counterintuitive to support the use of the child’s first language in education in order to help the child do better in English.
After that, however, immersion children perform as well as, or better than, their English-educated peers in all aspects of English language skills. Fourth, in general, early and late French immersion students have similar levels of writing skills in French, with both groups performing less well than their francophone peers. Immersion weaknesses clearly relate to deficits in their grammatical competence and vocabulary knowledge, rather than to discourse aspects of performance. Speaking is the weakest of the four skill areas for immersion students (Swain & Johnson, 1996).
Muñoz, C. (2000) Bilingualism and trilingualism in school students in Catalonia. In J. Cenoz and U. Jessner (eds) English in Europe: The Acquisition of a Third Language. Clevedon: Multilingual Matters. Navés, T. and Muñoz, C. (1999) CLIL experiences in Spain. In D. Marsh and G. Langé (eds) Implementing Content and Language Integrated Learning (pp. 145– 157). Finland: Continuing Education Centre, University of Jyväskylä. , Miralpeix, I. L. (2005) Who transfers more . . and what? Crosslinguistic influence in relation to school grade and language dominance in EFL.