¿Los juntamos? A study of L1 use in interactional strategies in CLIL vs. NON-CLIL primary school learners

Research on the use of the first language (L1) in interactional strategies by young Content and Language Integrated Learning (CLIL) is still in its infancy. Here we compare CLIL and NON-CLIL primary school children in terms of L1 use in interactional strategies. The oral production of 44 age- and proficiencymatched dyads (21 CLIL, 22 NON-CLIL) is analyzed in terms of use of the L1 in appeals, clarification requests and metacomments. The results indicate that NON-CLIL learners produce more instances of L1 use in interactional strategies and that greater differences emerge as grade increases. This is consistent with previous research in CLIL contexts as well as investigations that have compared CLIL and NON-CLIL contexts. A qualitative inspection of the results has also revealed that there are differences between groups in their preference for either the L1 or the target language (TL) in the case of appeals and clarification requests. However, metacomments are always produced in the L1 in both groups, which appears to support previous classroom observation data.The Spanish Ministry of Economy and Competitiveness (FFI2012-32212) and (FFI2016-74950-P), the University of the Basque Country (UPV/EHU) (UFI 11/06) and the Basque Government (IT904-16

Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners

CLIL studies on language specific areas such as morphosyntax are still quite limited, particularly those with young learners. Likewise, the pseudoevolution of morphosyntactic aspects across age and proficiency deserves particular attention. This paper will fill these gaps by investigating production accuracy and syntactic complexity in two different age/proficiency groups of CLIL primary school learners (grade 4 and 6). In terms of accuracy, L1 Spanish transfer effects associated with the pro-drop parameter (i.e. subject omission and subjectverb inversion), and the third person singular -s morpheme omission will be explored. Syntactic complexity will be operationalised through the production of simple and complex clauses. The findings obtained align with previous research in that the accumulated hours of CLIL + EFL exposure by grade 6 seem to positively affect the development of complexity measures. However, the lack of progress in the case of the rest of the features examined (i.e. subject omission, inversion of the subject and the third person singular -s omission) calls for the incorporation of focuson- form components in CLIL programmes.The Spanish Ministry of Economy and Competitiveness (FFI2016-74950-P) (AEI/FEDER/UE), the Spanish Ministry of Science and Innovation/AEI (PID2020-113630GB-I00) and the Basque Government (IT904-16)

CLIL at the linguistic interfaces

!is study explores the e"ect of CLIL on the acquisition of nominal morphology (syntax-morphology interface) and article use (syntax-semanticsdiscourse- interface), linguistic areas that have been scarcely investigated in CLIL settings. Here we compare article omission and overuse errors in an oral production task performed by L1 Basque-Spanish learners of L3 English in two CLIL and non-CLIL groups matching in age at testing time and amount of exposure. Results indicate that as regards nominal morphology, CLIL and non-CLIL learners are equal in terms of the omission of the de#nite and the inde#nite article, but CLIL learners learn to solve article overuse more quickly than non-CLIL learners. Taking together these results and the #ndings from our previous study (Martínez-Adrián & Gutiérrez-Mangado, 2015a), which revealed the non-existence of CLIL bene#ts with respect to the acquisition of verbal morphology, we conclude that while the syntax-morphology interface seems to be una"ected by CLIL, CLIL can aid in the acquisition of features from the syntax-semantics-discourse interface.The Spanish Ministry of Economy and Competitiveness (FFI2012-32212), the University of the Basque Country (UFI 11/06) and the Basque Government (IT904-16

Gender pairings in EFL child task-based interaction

Few studies have tackled gender differences in second language (L2) interaction, and particularly, the effect of gender pairings on learning opportunities operationalized as Language Related Episodes (LREs) has been scarcely looked into (see Azkarai, 2015b; Azkarai & García-Mayo, 2012; Ross-Feldman, 2005, 2007). Additionally, these studies have targeted adult L2 learners and to our knowledge, no studies so far have been conducted with children. This paper will try to fill these gaps by analysing the effect of gender pairings on the occurrence, nature and resolution of LREs in a storytelling task performed by 10-12-year-old children. More specifically, it explores whether there are any differences between same-gender and gender-mismatched dyads, and between same-gender dyads (male-male vs female-female). Results show that type of pairing affects LRE production and resolution as more LREs were initiated and resolved in matched-gender dyads than in mixed-gender dyads. However, gender-pairing did not influence the outcome of the resolution, as a still low rate of targetlikeness was obtained in mixed- and matched-gender dyads. Additionally, no statistically significant differences were obtained between same-gender dyads, but female-female dyads were found to be more concerned with getting the message across and oriented to higher accuracy in the resolutions of meaning-related episodes.The Spanish Ministry of Economy and Competitiveness (FFI2016-74950-P) (AEI/FEDER/UE) and the Basque Government (IT904-16

The interface between task-modality and the use of previously known languages in young CLIL English learners

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics

Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context.

Abstract: Second language research has shown that females usually outperform their male counterparts (Pavlenko & Piller, 2008). They also have more positive attitudes and greater motivation (Spolsky, 1989) Nevertheless, these tendencies have been found to be blurred in meaningoriented approaches such as Content and Language Integrated Learning (CLIL) (Fernández Fontecha & Canga Alonso, 2014). As regards strategic competence, very little research has been conducted on the effect of gender on the use of language learning strategies (Ehrman & Oxford, 1989) and much less on compensatory strategies (Kocoglu, 1997). Besides, there is a lack of research investigating the effect of gender on the use of compensatory strategies by CLIL learners. This study examines the existence of gender differences in the 5th and 6th grades of Primary Education as regards amount and type of strategies preferred in a self-reported questionnaire on compensatory strategy use (i.e. guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignising, avoidance and appeal for assistance). In terms of overall amount, no statistically significant differences emerged, which seem to be in line with those CLIL studies that credit a vanishing effect on gender-related differences. As for types, females tend to avoid answering if they are not sure whereas males prefer to guess and feel more at ease in ambiguity. Females also rely more on borrowing, which makes them feel secure that the content of their message is unambiguously conveyed. In contrast, males prefer to predict, are braver, and take more risks when communicating (see Oxford & Ehrman, 1988).Resumen: La investigación en el campo de la adquisición de segundas lenguas ha demostrado que las mujeres frecuentemente son mejores aprendices que los hombres (Pavlenko & Piller, 2008). También muestran tener mejor actitud y mayor motivación (Spolsky, 1989). Sin embargo, estas diferencias se desdibujan en metodologías orientadas al significado, tales como el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) (Fernández Fontecha & Canga Alonso, 2014). En cuanto a la competencia estratégica, se han llevado a cabo pocos estudios sobre el efecto del género en el uso de las estrategias de aprendizaje (Ehrman & Oxford, 1989) y menos aún en el uso de estrategias compensatorias (Kocoglu, 1997). Por otro lado, no existen estudios que aborden el efecto del género en el uso de estrategias compensatorias en alumnado AICLE. Este estudio analiza la existencia de diferencias de género en alumnado de 5º y 6º de Educación Primaria en cuanto a cantidad y tipo de estrategias preferidas según un cuestionario sobre el uso de estrategias compensatorias (adivinar el significado de una palabra, mimo, creatividad morfológica, uso del diccionario, predicción, parafraseo, préstamo, calco, adaptación, evitación y petición de ayuda) En cuanto al uso general, no se encontraron diferencias estadísticamente significativas entre los dos grupos, en la línea de estudios anteriores que apuntan a que las diferencias de género desaparecen en contextos AICLE. En cuanto al tipo de estrategias, las mujeres muestran una tendencia a evitar contestar si no están seguras, mientras que los hombres prefieren adivinar y se sienten más cómodos ante la ambigüedad. Las mujeres también recurren al préstamo, como garante de que el mensaje se transmite sin ambigüedad, a diferencia de los hombres, que prefieren predecir, son más valientes, y se arriesgan más durante la comunicación (véase Oxford & Ehrman, 1988).The authors would like to acknowledge the grants awarded by the Spanish Ministry of Economy and Competitiveness (FFI2012-32212) and (FFI2016-74950-P), the University of the Basque Country (UPV/EHU) (UFI 11/06) and the Basque Government (IT904-16)

El uso de las presentaciones orales en Educación Superior : AICLE vs. Inglés como lengua extranjera

ABSTRACT: The aim of the present study is to gain insight into the use of oral presentations in English in Higher Education. Thirty-five students, divided into two groups – Content-and-language-integrated learning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to perform an oral presentation in English, evaluate their peers’ and own presentations, and eventually assessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indicated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had improved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL settings, may be focused on content to the detriment of the language component. Consequently, we make a call for a better integration of content and language and for the use of focus-on-form techniques in CLIL contexts at university.RESUMEN: El objeto del presente trabajo es recabar información sobre el uso de las presentaciones orales en inglés en Educación Superior. Treinta y cinco estudiantes divididos en dos grupos –Aprendizaje- integrado-de-contenido-y-lengua-extranjera (AICLE) e Inglés-como-lengua-extranjera (ILE) fueron encuestados sobre su experiencia con esta herramienta de aprendizaje, recibieron formación teórica y práctica sobre cómo hacer una buena presentación oral en inglés, realizaron tareas en las que tenían que llevar a cabo una presentación oral en inglés, que era juzgada tanto por ellos mismos como por el resto de compañeros, y por último evaluaron la experiencia educativa. Se administraron dos cuestionarios, uno al inicio de la experiencia de innovación educativa y otro al final. El análisis de las respuestas obtenidas a través del cuestionario final demostró que, en comparación con las ganancias significativas percibidas por los estudiantes ILE, el alumnado AICLE no percibía que sus habilidades en lengua inglesa hubieran mejorado después del tratamiento con presentaciones orales, lo que sugiere que quizá las clases AICLE, en contraste con las de ILE, se centran principalmente en el contenido y se olvidan considerablemente del componente lingüístico. En consecuencia, hacemos una llamada a una mejor integración del contenido y la lengua y al uso de técnicas de atención a la forma en los contextos AICLE en la universidad

Task-modality effects on young learners’ language-related episodes in collaborative dialogue

ABSTRACT: In adult learners’ collaborative dialogue, oral+written tasks have been found to promote a greater incidence and resolution of language-related episodes and to demand higher levels of accuracy than oral tasks thanks to the extra time learners have to reflect on their written outcome. No previous studies have tested whether asking learners to attend to accuracy in both modalities would yield similar results. The present study with 23 dyads of young English learners supports the superiority of the oral+written modality in the promotion of learning opportunities, even if learners are encouraged to focus on form in the oral modality, a result reinforced by the incorporation of target-like resolved episodes in the written product. However, the intragroup analysis reveals that young learners focus on meaning in equal terms, present low rates of target-likeness, and do not elaborate their resolutions, all of which can be ascribed to their younger age and developing metalinguistic awareness.RESUMEN: En el dialogo colaborativo se ha descubierto que la tareas orales+escritas promueven una mayor incidencia y resolución de los episodios relacionados con la lengua y demandan niveles más altos de corrección que las tareas orales gracias al tiempo extra que los aprendientes tienen para reflexionar sobre el producto escrito. Ningún estudio previo ha comprobado si pedir a los aprendientes que atiendan a la corrección en ambas modalidades llevaría a los mismos resultados. El presente estudio con veintitrés parejas de aprendices de inglés jóvenes apoya la superioridad de la modalidad oral+escrita en la promoción de oportunidades de aprendizaje, incluso cuando se ha animado a los aprendientes a que se fijen en la forma en la modalidad oral, resultado que se ve reforzado por la incorporación de los episodios resueltos de manera correcta en el producto escrito. Sin embargo, el análisis intragrupo revela que los aprendientes jóvenes se fijan en el significado igualmente, presentan cotas bajas de corrección y no elaboran sus resoluciones, todo lo cual puede adscribirse a su corta edad y a su aún no desarrollada conciencia metalingüística.The authors are grateful to the Basque Government for the IT904-16 grant and to the Spanish Ministry of Economy and Competitiveness, National Research Agency and European Regional Development Fund (AEI/FEDER/EU) for the grant FFI2016-74950-P. Special thanks go to the school, the teachers and the students who collaborated in the project studies