Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English 1

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Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “276 An interesting evaluation of Dutch bilingual secondary schools drawing on a total sample of 1305 students suggests that CLIL enhances also other aspects of language proficiency such as oral proficiency, pronunciation and reading comprehension (Admiraal et al., 2006).”
Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?. (2018, background): “In this context, CLIL appears to be an interesting alternative to traditional language education as the approach seems to result in higher target language proficiency (Admiraal et al., 2006; Lasagabaster, 2008; Lorenzo et al., 2010) as well as in improved attitudes towards the L2 and its community (”
Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011, background): “Despite some limitations in the research, it is obvious that the non-CLIL students are the less proficient to start with and remain that way, so may be selection was the operative variable e see the reference to Admiraal et al. (2006) below for a similar outcome.”