%0 Journal Article
%T Faster and Further Morphosyntactic Development of CLIL vs. EFL Basque-Spanish Bilinguals Learning English in High-School
%A Amparo L¨¢zaro
%J International Journal of English Studies (IJES)
%D 2012
%I Universidad de Murcia
%R 10.6018/ijes.12.1.125621
%X A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL) when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on the morphosyntactic development of two groups of (Basque-Spanish) adolescents learning English in high-school over a two-year period. One group (n= 15) received CLIL instruction and English classes while the other group (n=11) only received English classes. The results indicate a clear advantage for the CLIL group, which seems to be at a further developmental stage. Nonetheless, both groups improve over the two years and, unlike previous claims in schools, no signs of fossilization are found although inaccuracies in inflection still exist. In light of these results, the value of increasing exposure in the form of CLIL lessons in high-school is discussed. Repetidamente se ha demostrado que los alumnos en programas de Adquisici¨®n Integrada de Contenidos y Lengua Extranjera (AICLE) son mejores que los alumnos que ¨²nicamente reciben clases de ingl¨¦s. Sin embargo, pocos trabajos han especificado qu¨¦ aspectos concretos de la lengua mejoran con estas metodolog¨ªas. Este trabajo analiza, a lo largo de dos a os, el desarrollo morfosint¨¢ctico de dos grupos de adolescentes biling¨¹es (euskera-castellano) que aprenden ingl¨¦s en el colegio. Un grupo (n=11) solo recibe clases de ingl¨¦s mientras que el otro (n=15) tambi¨¦n recibe clases de AICLE. Los resultados muestran que los alumnos AICLE presentan un mayor desarrollo morfosint¨¢ctico. Tambi¨¦n se muestra que ambos grupos evolucionan a lo largo de los dos a os y, frente a trabajos anteriores, no hay signos de fosilizaci¨®n aunque los problemas flexivos persisten. Con estos resultados, se discute la validez de aumentar la exposici¨®n al ingl¨¦s mediante programas AICLE en educaci¨®n secundaria.
%K morphosyntactic development
%K CLIL
%K EFL
%K school context
%U http://revistas.um.es/ijes/article/view/125621