Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing

• Published in: International journal of bilingual education and bilingualism Vol. 21; no. 2; pp. 139 - 150
• Main Authors: Coral, Josep, Lleixà, Teresa, Ventura, Carles
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.02.2018; Taylor & Francis Ltd
• Subjects: CLIL; Content and language integrated learning; Course Content; Elementary School Students; English (Second Language); English as a second language instruction; English as a second language teaching methods; English as a second language tests; Ex post facto design; Foreign Countries; Foreign language competence; Integrated approach; Interdisciplinary Approach; key competences testing; Language Proficiency; Language Tests; Learning Processes; Linguistic competence; multilingualism; Physical Education; Schools; Second Language Instruction; Second Language Learning; Second Language Programs; Statistical Analysis; Teaching Methods; Spain; Catalonia Spain
• ISSN: 1367-0050; 1747-7522
• DOI: 10.1080/13670050.2016.1143445

The member states of the European Union have funded many initiatives supporting the teaching and learning of foreign languages. Content and language integrated learning is one of the experimental language programmes that have been introduced in Catalonia, in the north-east of Spain. The aims of this study are to analyse the results achieved by students on the state test of English language competence during the period 2009-2012 at (1) 1175 Catalan primary schools, (2) a purposive subset of 85 primary schools and (3) a school of reference (SoR), which applies a programme integrating physical education and language. The analysis indicates that the improvement of English competence occurs regardless of whether schools have participated in the experimental English language programmes. It is also showed that slightly better results can be observed in schools that apply the content and language integrated approach and a notable improvement in the SoR.