CLIL in Catalonia: An Overview of Research Studies

By Teresa Navés, Mia Victori. 2010

99 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/06e3a11273ee5dae1c994d9acbfcd917f930560d

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The impact of CLIL on affective factors and vocabulary learning (2015, result): “Similar results have also been found by Heinilä and Paakinen (1997, in Seikkula-Leino, 2007), Lasagabaster (2008, 2011) and Navés and Victori (2010), but empirical data are needed, especially research focused on the latest motivational proposal (Dörnyei, 2009), namely the ‘L2 Motivational Self…”
English achievement and student motivation in CLIL and EFL settings (2011, result): “Lasagabaster (2008), in a study also conducted in the Basque Country, observed that students enrolled in CLIL programmes performed better in language proficiency tests than their EFL counterparts (similar results have also been obtained in Catalonia; see Navés and Victori 2010).”
Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011, background): “Given the huge number of extra hours of English for the CLIL groups (460 for the Pre-U students), the results cannot be very encouraginge Ruiz de Zarobe and Lasagabaster (2010) also mention that the non-CLIL group “did not receive any extra-English classes outside school” (p.”
CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences (2016, background): “In particular, CLIL students appear to do particularly well in listening skills, oral production, and organisation skills (Nav es & Victori, 2010; Lasagabaster & Ruiz de Zarobe, 2010), vocabulary acquisition (Feixas, Cod o, Couso, Espinet, & Masats, 2009; M arquez, 2007; Catal an & de Zarobe,…”
CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe (2013, background): “In other parts of Spain, similar efforts at promoting FL learning are being made (cf. e.g. Navés and Victori 2010; Ruiz de Zarobe and Lasagabaster 2010).”
Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2019, background): “…may be particularly suitable for the promotion of trilingualism (e.g. the Basque Country – see Cenoz 2009; Lasagabaster 2008 – and Catalonia – see Navés and Victori 2010; Pérez-Vidal and Juan-Garau 2010); secondly, there is a social need to improve competence in foreign languages, after…”