Cover not available

Article published In: Journal of Immersion and Content-Based Language Education
Vol. 6:1 (2018) ► pp.85–112

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required
Refereed Article

CLIL at the linguistic interfaces

 | University of the Basque Country
 | University of the Basque Country
Published online: 26 January 2018
DOI logo with link
https://doi.org/10.1075/jicb.17002.gut
Abstract
This study explores the effect of CLIL on the acquisition of nominal morphology (syntax-morphology interface) and article use (syntax-semantics-discourse-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 definite and the indefinite article, but CLIL learners learn to solve article overuse more quickly than non-CLIL learners. Taking together these results and the findings from our previous study ( (2015a). Is CLIL instruction beneficial both in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content-Based Language Education, 3 (1), 51–76. Google Scholar logo with link to Google Scholar), which revealed the non-existence of CLIL benefits with respect to the acquisition of verbal morphology, we conclude that while the syntax-morphology interface seems to be unaffected by CLIL, CLIL can aid in the acquisition of features from the syntax-semantics-discourse interface.
Resumen
Este estudio explora el efecto de AICLE en la adquisición de la morfología nominal (la interfaz sintáctico-morfológica) y el uso de artículos (la interfaz sintáctico-semántica), áreas lingüísticas que han recibido escasa atención en contextos AICLE. En este trabajo comparamos los errores de omisión y sobreuso de los artículos definido e indefinido del inglés como tercera lengua (L3) en una tarea de producción oral en dos grupos de bilingües de euskara y español. Ambos grupos tienen la misma edad y la misma cantidad de horas de exposición al inglés, pero difieren en tipo de instrucción (el primero se encuentra inmerso en un programa AICLE y el segundo no). Los resultados indican que con respecto a la morfología nominal, los aprendices AICLE y los NO-AICLE omiten el artículo definido y el indefinido de forma similar. Sin embargo, los aprendices AICLE parecen superar con más rapidez los errores de sobreuso en comparación con los aprendices NO-AICLE. Estos resultados, junto a los obtenidos en un estudio anterior ( (2015a). Is CLIL instruction beneficial both in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content-Based Language Education, 3 (1), 51–76. Google Scholar logo with link to Google Scholar) donde se encontró que AICLE no beneficia especialmente la adquisición de la morfología verbal, nos llevan a la conclusión de que a pesar de que AICLE no parece redundar en una mejoría de los aspectos relacionados con la interfaz sintáctico-morfológica, supone una ayuda en la adquisición de características relacionadas con la interfaz sintáctico-semántico-discursiva.
Article outline
  • 1.Introduction
  • 2.CLIL and research findings
  • 3.The acquisition of interface properties
  • 4.Research questions
  • 5.Methodology
    • 5.1Participants
    • 5.2Instruments and data collection and analysis
  • 6.Results
    • 6.1Oxford proficiency test
    • 6.2Oral narrations
      • 6.2.1Accuracy in the use of definite and indefinite articles
      • 6.2.2Article omission
      • 6.2.3Article overuse
  • 7.Discussion and conclusion
  • Acknowledgements
  • Notes
  • References
References (99)
References
Admiraal, W., Westhoff, G., & de Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English. Educational Research and Evaluation, 121 (1), 75–93.Google Scholar logo with link to Google Scholar
Agathopoulou, E. (2003). On functional features in second language acquisition of nominal compounds: Evidence from the Greek-English interlanguage. In J. Liceras, H. Zobl, & H. Goodluck (Eds.), Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002) (pp. 1–8). Somerville, MA: Cascadilla Proceedings Project.Google Scholar logo with link to Google Scholar
Agustín Llach, M. P., & Canga Alonso, A. (2016). Vocabulary growth in young CLIL and traditional EFL learners: Evidence from research and implications for education. International Journal of Applied Linguistics, 26 (2), 211–227. Google Scholar logo with link to Google Scholar
Allan, D. (1992). Oxford Placement Test. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Basterrechea Lozano, M., & García Mayo, M. P. (2013). Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners’ interaction in diverse educational settings. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational settings (pp. 25–44). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Burkhardt, P. (2005). The syntax-discourse interface: Representing and interpreting dependency. Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Canga Alonso, A. (2013). The receptive vocabulary of Spanish 6th grade primary school students in CLIL instruction: A preliminary study. Latin American Journal of Content and Language Integrated Learning (LACLIL), 6 (2), 22–41. Google Scholar logo with link to Google Scholar
Canga Alonso, A., & Arribas García, M. (2015). The benefits of CLIL instruction in Spanish students’ productive vocabulary knowledge. Encuentro: Revista de investigación e innovación en la clase de idiomas [Encounter: Journal of Research and Innovation in the Language Class], 24 1, 15–31.Google Scholar logo with link to Google Scholar
Cenoz, J., & Valencia, J. (1994). Additive trilingualism: Evidence from the Basque country. Applied Psycholinguistics, 15 1, 195–207. Google Scholar logo with link to Google Scholar
Coyle, D. (2007). Content and language integrated learning: Toward a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10 1, 543–562. Google Scholar logo with link to Google Scholar
Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy, & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 139–57). Heidelberg: Carl Winter.Google Scholar logo with link to Google Scholar
(2011a). Content and language integrated learning: From practice to principles. Annual Review of Applied Linguistics, 31 1, 182–204. Google Scholar logo with link to Google Scholar
(2011b). Foreword. In Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 9–10). Bern: Peter Lang.Google Scholar logo with link to Google Scholar
Dekeyser, R. (2010). Practice for second language learning. Don’t throw out the baby with the bath water. International Journal of English Studies, 10 (1), 155–165. Google Scholar logo with link to Google Scholar
Dekydstpotter, L., & Sprouse, R. (1997). The interpretive interface in L2 acquisition: The process-result distinction in English-French interlanguage grammars. Language Acquisition, 6 1, 297–332. Google Scholar logo with link to Google Scholar
Dekydstpotter, L., Sprouse, R. & Swanson, K. (2001). Reflexes of mental architecture in second language acquisition: The interpretation of discontinuous combien extractions in English-French interlanguage. Language Acquisition, 9 1, 175–227. Google Scholar logo with link to Google Scholar
Eurydice. (2006). Content and language integrated learning at school in Europe. Brussels: Eurydice European Unit.Google Scholar logo with link to Google Scholar
Gallardo del Puerto, F., Gómez Lacabex, E., & García Lecumberri, M. L. (2009). Testing the effectiveness of content and language integrated learning in foreign language contexts: The assessment of English pronunciation. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 63–80). Clevedon, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
García Mayo, M. P. (2003). Age, length of exposure and grammaticality judgments in the acquisition of English as a foreign language. In M. P. García Mayo & M. L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language (pp. 94–114). Clevedon, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
(2007). Investigating tasks in foreign language learning. Clevedon, UK: Multilingual Matters.Google Scholar logo with link to Google Scholar
(2009a). Article choice in L2 English by Spanish speakers: Evidence for full transfer. In M. P. García Mayo, & R. Hawkins (Eds.), Second language acquisition of articles (pp. 13–37). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2009b). El uso de tareas y la atención a la forma del lenguaje en el aula AICLE. [Homework and attention to language form in the CLIL classroom]. In V. Pavón Vázquez, & J. Ávila López (Eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos (AICLE/CLIL/Émile) [Pedagogical applications for integrated language and content teaching] (pp. 55–73). Córdoba, Spain: Consejería de Educación de la Junta de Andalucía.Google Scholar logo with link to Google Scholar
(2012). The relevance of attention to form in communicative classroom contexts. ELIA- Estudios de Lingüística Inglesa Aplicada [Studies in English Applied Linguistics], 11 1, 11–45.Google Scholar logo with link to Google Scholar
García Mayo, M. P., & García Lecumberri, M. L. (2003). Age and the acquisition of English as a foreign language. Clevedon: Multilingual Matters. Google Scholar logo with link to Google Scholar
García Mayo, M. P., & Villareal Olaizola, I. (2010). The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals. Second Language Research, 27 (1), 129–149. Google Scholar logo with link to Google Scholar
Gass, S., & Mackey, A. (2007). Input, interaction, and output: An overview. AILA Review, 19 1, 3–17. Google Scholar logo with link to Google Scholar
Goldschneider, J. M., & De Keyser, R. M. (2001). Explaining the ‘natural order of L2 morpheme acquisition’ in English: A meta-analysis of multiple determinants. Language Learning, 51 (1), 1–50. Google Scholar logo with link to Google Scholar
Gutiérrez Mangado, M. J., & Martínez Adrián, M. (2009). On the absence of transfer effects in the L3 English article system. Paper presented at the International Symposium on Bilingualism, 7, Utrecht (The Netherlands), July 8–11.
(2013). The acquisition of L3 English articles by Basque-Spanish bilinguals. Paper presented at the AESLA conference, La Laguna, Tenerife, 18–20 April.
(2014). The effect of CLIL on linguistic interfaces. Paper presented at the AESLA conference, Sevilla, 3–5 April.
(2015). Article omission and misuse: A comparison of L2 and L3 English learners. Paper presented at the AEDEAN conference, Bilbao, 11–13 November.
(in press). The use of L3 English articles by Basque-Spanish bilinguals. Revista Española de Lingüística Aplicada (RESLA) [Spanish Journal of Applied Linguistics].
Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15 (2), 245–259. Google Scholar logo with link to Google Scholar
(1994). Appealing to consciousness in the L2 classroom. AILA Review, 11 1, 57–68.Google Scholar logo with link to Google Scholar
Haznedar, B. (2001). The acquisition of the IP system in child L2 acquisition. Studies in Second Language Acquisition, 23 1, 1–39. Google Scholar logo with link to Google Scholar
Haznedar, B., & Schwartz, B. D. (1997). Are there optional infinitives in child L2 acquisition? In E. Hughes, M. Hughes, & A. Greenhill (Eds.), Proceedings of the 21st Annual Boston University Conference on Language Development, 21 1, (pp. 257–268). Somerville, MA: Cascadilla Press.Google Scholar logo with link to Google Scholar
Huebner, T. (1983). A longitudinal analysis of the acquisition of English. Ann Arbor, MI: Karoma Press.Google Scholar logo with link to Google Scholar
(1985). System and variability in interlanguage syntax. Language Learning, 35 1, 141–163. Google Scholar logo with link to Google Scholar
Iglesias Diéguez, K., & Martínez-Adrián, M. (in press). The influence of CLIL on receptive vocabulary: A preliminary study. Journal of English Studies.
Ionin, T., & Wexler, K. (2002). Why is ‘is’ easier than ‘-s’?: Acquisition of tense/agreement morphology by child second language learners of English. Second Language Research, 18 (2), 95–136. Google Scholar logo with link to Google Scholar
Ionin, T., Ko, H., & Wexler, K. (2004). Article semantics in L2 acquisition. The role of specificity. Language Acquisition, 12 (1), 3–69. Google Scholar logo with link to Google Scholar
Ionin, T., Zubizarreta, M. L., & Maldonado, S. B. (2008). Sources of linguistic knowledge in the second language acquisition of English articles. Lingua, 118 1, 554–576. Google Scholar logo with link to Google Scholar
Ionin, T., Zubizarreta, M. L., & Philippov, V. (2009). Acquisition of article semantics by child and adult L2-English learners. Bilingualism: Language and Cognition, 12 (3), 337–361. Google Scholar logo with link to Google Scholar
Jackendoff, R. (2002). Foundations of language. Oxford: Oxford University Press. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., Ruiz de Zarobe, Y., & Cenoz, J. (2006). Vocabulary profiles of English foreign language learners in English as a subject and as a vehicular language. Vienna English Working Papers (VIEWS), 15 (3), 23–27.Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., & Ruiz de Zarobe, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL. In R. M. Jiménez Catalán & Y. Ruiz de Zarobe (Eds.), Content and language integrated learning. Evidence from research in Europe (pp. 81–92). Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., & Agustín Llach, M. P. (2017). CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners. System, 66 1, 87–99. Google Scholar logo with link to Google Scholar
Lardiere, D. (1998). Dissociating syntax from morphology in a divergent L2 end-state grammar. Second Language Research, 14 (4), 359–375. Google Scholar logo with link to Google Scholar
Larsen-Freeman, D. (1975). The acquisition of grammatical morphemes by adult ESL students. TESOL Quarterly, 9 1, 409–430. Google Scholar logo with link to Google Scholar
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1 1, 30–41. Google Scholar logo with link to Google Scholar
Lasagabaster, D., & Sierra, J. M. (2009). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64 1, 376–395.Google Scholar logo with link to Google Scholar
Lázaro Ibarrola, A. (2012). In what aspects are CLIL learners better than EFL learners? The case of morphosyntax. International Journal of English Studies, 12 (1), 79–96.Google Scholar logo with link to Google Scholar
Lázaro Ibarrola, A., & García Mayo, M. P. (2012). L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics, 50 1, 135–160.Google Scholar logo with link to Google Scholar
(2015). Using form-focused tasks to integrate language across the immersion curriculum. System, 54 1, 4–13. Google Scholar logo with link to Google Scholar
Mcwhinney, B. (2000). The CHILDES project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
Manterola, J. (2012). Synchronic ubiquity of the Basque -a: A look from diachrony. In U. Etxeberria, R. Etxepare, & M. Uribe-Etxebarria (Eds.), Noun phrases and nominalization in Basque: Syntax and semantics (pp. 179–205). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2015) Euskararen morfologia historikorako: artikuluak eta erakusleak [Towards a history of Basque morphology: Articles and demonstratives]. (Unpublished doctoral thesis), University of the Basque Country, Vitoria-Gasteiz, Spain.Google Scholar logo with link to Google Scholar
Marsh, D. (2002). CLIL/EMILE-The European dimension: Actions, trends and foresight potential. Brussels: European Comission.Google Scholar logo with link to Google Scholar
(2009). Foreword. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. vii–viii). Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
Martínez-Adrián, M., & Gutiérrez-Mangado, M. J. (2009). The acquisition of English syntax by CLIL learners in the Basque Country. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 176–196). Clevedon, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
(2015a). Is CLIL instruction beneficial both in terms of general proficiency and specific areas of grammar? Journal of Immersion and Content-Based Language Education, 3 (1), 51–76. Google Scholar logo with link to Google Scholar
(2015b). L1 use, lexical richness, accuracy and complexity in CLIL and non-CLIL learners. Atlantis, 37 (2), 175–197.Google Scholar logo with link to Google Scholar
Martínez-Adrián, M., Gallardo del Puerto, F., & Gutiérrez-Mangado, M. J. (2013). Phonetic and syntactic transfer effects in the English interlanguage of Basque/Spanish bilinguals. Vigo International Journal of Applied Linguistics (VIAL), 10 1, 51–84.Google Scholar logo with link to Google Scholar
Mayer, M. (1969). Frog, where are you? New York, NY: Dial Books for Young Readers.Google Scholar logo with link to Google Scholar
Montrul, S. (2011). Multiple interfaces and incomplete acquisition. Lingua, 121 1, 591–604. Google Scholar logo with link to Google Scholar
Muñoa, I. (2011). Key factors to be considered by CLIL teachers. In Y. Ruiz de Zarobe, J. Sierra, & F. Gallardo (Eds.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 293–316). Bern: Peter Lang.Google Scholar logo with link to Google Scholar
Muñoz, C. (2006). Age and the rate of foreign language learning. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
(2007). CLIL: Some thoughts on the psycholinguistic principles. Revista Española de Lingüística Aplicada [Spanish Journal of Applied Linguistics], 20 1, 17–26.Google Scholar logo with link to Google Scholar
Murphy, S. (1997). Knowledge and production of English articles by advanced second language learners. (Unpublished doctoral thesis), Austin: University of Texas.Google Scholar logo with link to Google Scholar
Navés, T., & Victori, M. (2010). CLIL in Catalonia: An overview of research studies. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. 30–54). Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Parodi, T., Schwartz, B. D., & Clahsen, H. (1997). On the L2 acquisition of the morphosyntax of German nominals. Essex Research Reports in Linguistics, 15 1, 1–43.Google Scholar logo with link to Google Scholar
Prévost, P., & White, L. (2000). Missing surface inflection or impairment in second language acquisition? Evidence from tense and agreement. Second Language Research, 16 (2), 103–133. Google Scholar logo with link to Google Scholar
Ramchand, G., & Reiss, C. (2007). The Oxford handbook of linguistic interfaces. Oxford: Oxford University Press. Google Scholar logo with link to Google Scholar
Robertson, D. (2000). Variability in the use of the English article system by Chinese learners of English. Second Language Research, 16 (2), 135–172. Google Scholar logo with link to Google Scholar
Rodríguez-Ordóñez, I. & Sainzmaza-Lecanda, L. (in press). Bilingualism effects in Basque subject pronoun expression: Evidence across the Basque-Spanish bilingual continuum. Linguistic Approaches to Bilingualism.
Rothman, J., Judy, T., Guijarro-Fuentes, P., & Pires, A. (2010). On the (un)-ambiguity of adjectival modification in Spanish Determiner Phrases. Studies in Second Language Acquisition, 32 (1), 47–77. Google Scholar logo with link to Google Scholar
Rothman, J., & Slabakova, R. (2011). The mind-context divide: Acquisition at the linguistic interfaces. Lingua, 121 (4), 568–576. Google Scholar logo with link to Google Scholar
Ruiz de Zarobe, Y. (2008). CLIL and foreign language learning: A longitudinal study in the Basque country. International CLIL Research Journal, 1 (1), 60–73.Google Scholar logo with link to Google Scholar
(2010). Written production and CLIL: An empirical study. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use in CLIL (pp. 191–209). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). CLIL in a bilingual community: The Basque autonomous region. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. 12–29). Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Slabakova, R. (2008). Meaning in the second language. Berlin: Mouton de Gruyter. Google Scholar logo with link to Google Scholar
(2013). What is easy and what is hard to acquire in a second language. In M. P. García Mayo, M. J. Gutiérrez Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 5–28). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Smit, U. (2007). Introduction. Special issue of VIEWS Vienna English Working Papers 16 (3), 3–5.Google Scholar logo with link to Google Scholar
Snape, N. (2005). The certain uses of articles in L2-English by Japanese and Spanish speakers. In L. Carey, A. Nayudu, M. Sheehan, & L. Van Espen. (Eds.), Durham and Newcastle Working Papers in Linguistics, 11 1, 155–168.Google Scholar logo with link to Google Scholar
Sorace, A., & Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research, 22 (3), 339–368. Google Scholar logo with link to Google Scholar
Sorace, A., & Serratrice, L. (2009). Internal and external interfaces in bilingual language development: Revisiting the processing vs. representation distinction. The International Journal of Bilingualism, 13 (2), 195–210. Google Scholar logo with link to Google Scholar
Thomas, M. (1989). The acquisition of English articles by first- and second-language learners. Applied Psycholinguistics, 10 (3), 335–355. Google Scholar logo with link to Google Scholar
Tsimpli, M. I., & Sorace, A. (2006). Differentiating interfaces: L2 performance in syntax-semantics and syntax-discourse phenomena. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings of the 30th Annual Boston University Conference on Language Development (pp. 653–664). Cascadilla Press: Somerville, MA.Google Scholar logo with link to Google Scholar
Villarreal Olaizola, I., & García Mayo, M. P. (2009). Tense and agreement morphology in the interlanguage of Basque-Spanish bilinguals. In Y. Ruiz de Zarobe & R. Jiménez Catalán (Eds.), Content and language integrated learning (CLIL): Evidence from research in Europe (pp. 157–175). Clevedon, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
White, L. (2003a). Fossilization in steady state L2 grammars: Persistent problems with inflectional morphology. Bilingualism: Language and Cognition, 6 (2), 129–141. Google Scholar logo with link to Google Scholar
(2003b). Second language acquisition and Universal Grammar. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2009). Grammatical theory: Interfaces and L2 knowledge. In W. C. Ritchie & T. K. Bathia (Eds.), The new handbook of SLA (pp. 49–68). Bingley: Emerald.Google Scholar logo with link to Google Scholar
(2011). Second language acquisition at the interfaces. Lingua, 121 (4), 577–590. Google Scholar logo with link to Google Scholar
Xanthou, M. (2011). Current trends in L2 vocabulary learning and instruction. Is CLIL the right approach? Advances in research on language acquisition and teaching: Selected Papers. Retrieved from <[URL]>
Zdorenko, T., & Paradis, J. (2008). The acquisition of articles in child second language English: fluctuation, transfer or both? Second Language Research, 24 (2), 227–250. Google Scholar logo with link to Google Scholar
(2012). Articles in child L2 English: When L1 and L2 acquisition meet at the interface. First Language, 32 (1–2), 38–62. Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

Gallardo del Puerto, Francisco & María Basterrechea
2024. The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction. Language Teaching Research 28:3 ► pp. 1087 ff. DOI logo
Lee , Jang Ho, Hansol Lee & Yuen Yi Lo
2023. Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis. Studies in Second Language Learning and Teaching 13:2 ► pp. 317 ff. DOI logo
Martínez-Adrián, María & María Nieva-Marroquín
2023. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1197 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue