I am aware that CLIL teachers are very concerned about students' written productions across the curriculum. Therefore, today I am going to start by sharing the conclusions of a research which was carried out two years ago in Granada. The participants were a total of 112 students who were in the fourth year of Secondary Education. All of them came from public schools.
The groups were organized into: ‘CLIL group’ ,who studied their Secondary educational period following a CLIL pedagogical approach in English, and ‘Non-CLIL group’, who studied their Secondary educational period in Spanish, being the subject of English as a foreign language a part of the official curriculum for Secondary Education. All participants were Spanish native speakers and learners of English as a L2 ranged in age between 15 and 16 years old, which means that age was not a factor that influenced the results.
As the analysis of the written productions of the students proved, the CLIL group outperformed the non-CLIL group in relation to the written competence.
Hence, it can be stated that the implementation of the CLIL approach has a positive effect on the written competence in a second language. These findings are limited to this particular study but we can claim that there are numerous studies that have drawn similar conclusions.
Nevertheless, if we analyze the errors in the CLIL group, we clearly see that we must keep on trying to find the most effective ways to motivate students to write and ease their writing process.
(Professor Silvia Corral Robles from the University of Granada has kindly shared her research paper with all of us. You can access it from here).
- the first tool is from www.teachit.co.uk, a very useful platform that comprises a range of creative, engaging and effective approaches to support Secondary teachers across all subjects. You can click here to see this tool on CLIL text types.
- the second tool I like is included in CLIL activities Cambridge University Press 2012 and provides all teachers with an effective classification of text types, purpose and writing frames.
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