The CLIL (Content and Language Integrated Learning) Methodological Approach: Comparative Case Study in a Bilingual School and in a School with a Bilingual Section

Authors

  • Ángela Álvarez-Cofiño Martínez Profesora MEB

DOI:

https://doi.org/10.26378/rnlael1327335

Keywords:

CLIL, bilingualism, second language and content, Primary Education

Abstract

This qualitative case study was carried out along the academic year 2012/2013 in two Primary schools in Principado de Asturias, and it is part of the author’s doctoral thesis. Up to this date there are few research and publications as regards the results being obtained in the different bilingual programmes around Spain, especially concerning the acquisition of non-linguistic content using a second language (English is this case) as the instruction language in class. This article presents the results obtained from the different tests applied to the students that were part of this study, as well as the conclusions drawn from it.

Author Biography

Ángela Álvarez-Cofiño Martínez, Profesora MEB

She has got a Degree in English Teaching and a PhD in English studies. She has been a teacher trainer all around Spain for many years now. She is the only Spanish member of an international Phonics Experts Panel. She works as a course consultant and materials writer for Oxford University Press. She was awarded a National Prize in Educative Innovation for an English at Infants Stage project in 2003, and in 2004, 2005 and 2009 she has been awarded three European Labels for innovation and quality in a CLIL project. In 2011 the European Commission included her work as an example of good practice in Quality and Consistency criteria, in the work document “European Strategic Framework for Education and Training (ET 2020)”. At present, she is a Literacy teacher at C.P. Bilingüe Ventanielles (Oviedo, Spain), where she is also the coordinator of the English Department, and she is a professor at the Languages and Education Faculty in the University Antonio de Nebrija, too.

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Published

2019-11-27

How to Cite

Martínez, Ángela Álvarez-C. (2019). The CLIL (Content and Language Integrated Learning) Methodological Approach: Comparative Case Study in a Bilingual School and in a School with a Bilingual Section. Nebrija Journal of Applied Linguistics to Language Teaching, 13(27), 32–54. https://doi.org/10.26378/rnlael1327335

Issue

Vol. 13 No. 27 (2019): Issue 27

Section

Thematic section "Computer Learners Corpora..."

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