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The effects of CLIL on mathematical content learning: A longitudinal study
Journal Contribution - Journal Article
Previous research has shown that content and language integrated learning
(CLIL), an educational approach that offers content courses through more
than one educational language, increases metalinguistic awareness. This improved
insight into language structures is supposed to extend beyond the linguistic
domain. In the present study, the question whether pupils who learn
in a CLIL environment outperform their traditionally schooled peers in mathematics
is investigated. In total, 107 pupils entered the study. All participants
were in the first year of secondary education at a school in Ostend, in Flanders,
the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education
in a foreign language (French) and 72 followed traditional education
that was given in the native language (Dutch). All participants were tested using
a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed
that the two groups did not differ. In accordance with our hypothesis, the CLIL
group scored higher than the non-CLIL group after ten months. Surprisingly,
an effect was also found after three months. To conclude, CLIL appears to have
a positive impact on the mathematical performance of pupils even after a
short period of time.
(CLIL), an educational approach that offers content courses through more
than one educational language, increases metalinguistic awareness. This improved
insight into language structures is supposed to extend beyond the linguistic
domain. In the present study, the question whether pupils who learn
in a CLIL environment outperform their traditionally schooled peers in mathematics
is investigated. In total, 107 pupils entered the study. All participants
were in the first year of secondary education at a school in Ostend, in Flanders,
the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education
in a foreign language (French) and 72 followed traditional education
that was given in the native language (Dutch). All participants were tested using
a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed
that the two groups did not differ. In accordance with our hypothesis, the CLIL
group scored higher than the non-CLIL group after ten months. Surprisingly,
an effect was also found after three months. To conclude, CLIL appears to have
a positive impact on the mathematical performance of pupils even after a
short period of time.
Journal: Studies in Second Language Learning and Teaching
ISSN: 2083-5205
Issue: 2
Volume: 6
Pages: 319-338
Publication year:2016
Keywords:content and language integrated learning, second language, teaching, math performance, longitudinal study
Accessibility:Open