Cover not available

Article In: Journal of Immersion and Content-Based Language Education: Online-First Articles

Subject-specific vocabulary in CLIL

A qualitative analysis of economics vocabulary

ORCiD logo with link | Universidad de la Rioja
This content is being prepared for publication; it may be subject to changes.
Abstract
Within a CLIL context, one area of vocabulary which has recently been suggested to be of extreme value is Lexical Availability (LA). However, previous research has generally used general prompts rather those which address subject-specific vocabulary (SSV) and focused largely on quantitative aspects. To this effect, this study uses qualitative tools to analyse the LA of Spanish adolescent CLIL learners using a prompt which is related to the content they have studied: Economy & Money, focusing on the most readily available and non-shared words and word level and frequency. Results reveal clear advantages following exposure to SSV in CLIL, in terms of both level of vocabulary and lexical sophistication. The study supports suggestions that LA is an efficient way to investigate which vocabulary is needed in CLIL, and to assess this vocabulary to ensure students have the necessary language needed to succeed in this context.
Abstracta
Recientemente, se ha destacado en un contexto de AICLE que la disponibilidad léxica es de suma importancia. Sin embargo, los estudios que investigan la disponibilidad léxica en un contexto AICLE han empleado en general centros de interés que no están relacionados con el vocabulario específico de la asignatura. Hay también una falta de investigación cualitativa en la disponibilidad léxica, a pesar de los beneficios de esta investigación en el estudio de vocabulario temático. Por lo tanto, este estudio investiga de manera cualitativa la disponibilidad léxica de alumnos adolescentes que cursan asignaturas de AICLE, con un centro de interés relacionado con el contenido que han cursado: economía y dinero. Los resultados revelan claras ventajas tras la exposición al vocabulario específico, tanto en términos de nivel de vocabulario como de sofisticación léxica. El estudio indica que la disponibilidad léxica es una forma eficaz de investigar qué vocabulario es necesario en el AICLE, y de evaluar este vocabulario para garantizar que los estudiantes tienen el lenguaje necesario para tener éxito en este contexto.
Article outline
  • 1.Introduction
  • 2.Lexical availability: Theoretical frameworks in qualitative analyses
  • 3.Subject-specific vocabulary in CLIL
  • 4.Methodology
    • 4.1Study design
    • 4.2Participants
    • 4.3Instrument
    • 4.4Data lemmatization and analysis
  • 5.Results
    • 5.1The ten most available words
    • 5.2Non-shared words
    • 5.3Word level in the prompt Economy & Money
    • 5.4Word frequency
  • 6.Discussion
  • 7.Conclusion
  • Author queries
  • References
References (48)
References
Agustín Llach, M. P., & Fernández Fontecha, A. (2014). Lexical variation in learners’ responses to cue words: The effect of gender. In R. M. Jiménez Catalán (Ed.), Lexical availability in English and Spanish as a second language (pp. 69–81). Springer. Google Scholar logo with link to Google Scholar
Agustin-Llach, M. (2022). How age and L2 proficiency affectthe L2 lexicon. System, 1041, 102697. Google Scholar logo with link to Google Scholar
Akbarian, I. H., Farajollahi, F., & Catalán, R. M. J. (2020). EFL learners’ lexical availability: Exploring frequency, exposure, and vocabulary level. System, 911, 102261. Google Scholar logo with link to Google Scholar
Ávila Muñoz, A. M. (2017). The available lexicon: A tool for selecting appropriate vocabulary to teach a foreign language. Iranian Journal of Language Teaching Research, 5(1), 71–91. Google Scholar logo with link to Google Scholar
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice: Oxford Handbooks for Language Teachers. Oxford University Press. Google Scholar logo with link to Google Scholar
Canga Alonso, A. (2017). Spanish L1 speakers’ and EFL learners’ available lexicon. Anuario de estudios filológicos, 401, 5–23. 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, 241, 15–31. [URL]
Coxhead, A. (2018). Vocabulary and English for specific purposes research: Quantitative and qualitative perspectives. Routledge. Google Scholar logo with link to Google Scholar
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 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. 139–157). Carl Winter.Google Scholar logo with link to Google Scholar
de Bot. (2002). CLIL in the European Context. In D. Marsh (Ed.), CLIL/EMILE-The European dimension: Actions, trends and foresight potential. UniCOM, Continuing Education Centre.Google Scholar logo with link to Google Scholar
de la Montaña Conchiña, J. L., De la Maya Retamar, G., & López-Pérez, M. (2023). Conceptions of geography and history as school disciplines: an approach from lexical availability. Frontiers in Psychology, 141. Google Scholar logo with link to Google Scholar
Echeverría, M. S., Vargas, R., Urzúa, P., & Ferreira, R. (2008). DispoGrafo: una nueva herramienta computacional para el análisis de relaciones semánticas en el léxico disponible. RLA. Revista de lingüística teórica y aplicada, 46(1), 81–91. Google Scholar logo with link to Google Scholar
Echeverría, M. S., Urzúa, P., & Figueroa, I. (2005). Dispogen II. Programa computacional para el análisis de la disponibilidad léxica. Concepción, Chile, Universidad de Concepción.Google Scholar logo with link to Google Scholar
Evnitskaya, N., & Morton, T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education, 25(2), 109–127. Google Scholar logo with link to Google Scholar
Fernández Orío, S., & Jiménez Catalán, R. M. (2015). Lexical availability of EFL learners at the end of Spanish Secondary Education: The effect of language program and prompt. ES Revista de Filología Inglesa, 361, 103–127. [URL]
Ferreira Campos, R. A., & Echeverría Weasson, M. S. (2014). Lexical Availability of Basic and Advanced Semantic Categories in English L1 and English L2. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 15–35). Springer. Google Scholar logo with link to Google Scholar
Gallardo del Puerto, F., & Martínez Adrián, M. (2014). The incidence of previous foreign language contact in a lexical availability task: A study of senior learners. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 53–68). Springer. Google Scholar logo with link to Google Scholar
Geoghegan, L. & Agustín-Llach, M. P. (2023). Theoretical Exploration of The Lexical Availability Task as A Tool for The Selection of Vocabulary to Be Taught in Class. International Journal of TESOL Studies, 5(2) 5–18. Google Scholar logo with link to Google Scholar
Geoghegan, L. (2024). The effect of CLIL on productive thematic vocabulary. International Journal of Applied Linguistics, 34(2), 518–532. Google Scholar logo with link to Google Scholar
Gierlinger, E. M., & Wagner, T. A. (2016). “The More the Merrier” — Revisiting CLIL-Based Vocabulary Growth in Secondary Education. Latin American Journal of Content and Language Integrated Learning, 9(1), 37–63. Google Scholar logo with link to Google Scholar
Goris, J. A., Denessen, E. J. P. G., & Verhoeven, L. T. W. (2019). Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies. European Educational Research Journal, 18(6), 675–698. Google Scholar logo with link to Google Scholar
Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. Google Scholar logo with link to Google Scholar
Hernández-Muñoz, N., Izura, C., & Ellis, A. W. (2006). Cognitive aspects of lexical availability. European Journal of Cognitive Psychology, 18(5), 730–755. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M. (2023). Exploring the productive vocabulary of EFL learners through lexical availability. International Journal of TESOL Studies, 5(2), 49–63. 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, 661, 87–99. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., & Canga Alonso, A. (2019). El léxico disponible en inglés de chicos y chicas españoles adolescentes. ELIA: Estudios de Lingüística Inglesa Aplicada, (19), 157–176. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., & Fitzpatrick, T. (2014). Frequency profiles of EFL learners’ lexical availability. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 83–100). Springer. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., & Ojeda Alba, J. (2009). Disponibilidad léxica en inglés como lengua extranjera en dos tipos de instrucción. Lenguaje y Textos, 301, 167–176.Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., Agustín Llach, M. P., Fernández Fontecha, A., & Canga Alonso, A. (2014). The effect of age on EFL learners’ lexical availability: Word responses to the cue words ‘town’ and ‘countryside’. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 37–51). Springer. Google Scholar logo with link to Google Scholar
Jiménez Catalán, R. M., Ruiz de Zarobe, Y., & Cenoz Iragui, 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
Lahuerta, A. (2020). Analysis of accuracy in the writing of EFL students enrolled on CLIL and non-CLIL programmes: the impact of grade and gender. The Language Learning Journal, 48(2), 121–132. Google Scholar logo with link to Google Scholar
Laufer, B., & Nation, I. S. P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. Google Scholar logo with link to Google Scholar
Lee, J. (2020). Assessing the effects of CLIL on Korean high school students’ writing. Linguistic Research, 371, 89–112. Google Scholar logo with link to Google Scholar
Llinares, A., & Morton, T. (2010). Historical explanations as situated practice in content and language integrated learning. Classroom Discourse, 1(1), 46–65. Google Scholar logo with link to Google Scholar
Lo, Y. Y., & Murphy, V. A. (2010). Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong. Language and Education, 24(3), 215–238. Google Scholar logo with link to Google Scholar
López Morales, H. L. (2014). Lexical availability studies. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 1–11). Springer. Google Scholar logo with link to Google Scholar
Neilson Parada, M. (2016). Lexical Availability in Diaspora Spanish: A Cross-generational Analysis of Chilean Swedes. (Unpublished doctoral dissertation). University of Illinois at Chicago, Chicago, Illinois.
Nikula, T. (2015). Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning. System, 541, 14–27. Google Scholar logo with link to Google Scholar
Ó Ceallaigh, T. J., Ní Mhurchú, S., & Ní Chróinín, D. (2017). Balancing content and language in CLIL: The experiences of teachers and learners. Journal of Immersion and Content-Based Language Education, 5(1), 58–86. Google Scholar logo with link to Google Scholar
Pérez Cañado, M. L. (2018). CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Portalinguarum, 29 (1), 51–70. Google Scholar logo with link to Google Scholar
Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2019). Capturing technical terms in spoken CLIL: A holistic model for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Education, 7(1), 4–29. Google Scholar logo with link to Google Scholar
(2022). ‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism, 25(9), 3184–3198. Google Scholar logo with link to Google Scholar
Samper Hernández, M., & Jiménez Catalán, R. M. (2014). Researching Lexical Availability in L2: Some Methodological Issues. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 189–205). Springer. Google Scholar logo with link to Google Scholar
Santos Díaz, I. C. (2017). Selección del léxico disponible: propuesta metodológica con fines didácticos. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 271, 122–139. Google Scholar logo with link to Google Scholar
Šifrar Kalan, M. (2014). Slovene students’ lexical availability in English and Spanish. In R. M. Jiménez Catalán (Ed.), Lexical Availability in English and Spanish as a Second Language (pp. 125–138). Springer. Google Scholar logo with link to Google Scholar
Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL quarterly, 23(2), 201–217. Google Scholar logo with link to Google Scholar
Woodward-Kron, R. (2008). More than just jargon–the nature and role of specialist language in learning disciplinary knowledge. Journal of English for Academic Purposes, 7(4), 234–249. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue