What is it about?
This chapter studies how students develop their understanding of English as a third language (L3) through different teaching approaches. It compares students in CLIL (Content and Language Integrated Learning) programmes with those in traditional classes, tracking their listening and reading skills over three years. The results show that CLIL helps improve these skills, especially reading, regardless of students’ language backgrounds. This suggests that CLIL is effective for developing receptive skills in multilingual learners.
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Why is it important?
This chapter is important because it provides evidence that CLIL can significantly boost listening and reading comprehension, crucial skills for language learners. It also highlights that the learners’ overall language profile does not influence their progress, supporting the broader adoption of CLIL approaches for diverse student populations. The findings contribute to understanding how to best support multilingual learners in acquiring third languages in educational settings.
Perspectives
This research offers valuable insights into the effectiveness of CLIL programmes in real classroom settings, providing evidence-based guidance for educators and policymakers aiming to enhance receptive language skills. Its longitudinal design over three years captures genuine developmental progress, making it a trustworthy resource for anyone interested in multilingual education and innovative language teaching methods. As an author committed to improving language learning experiences, I believe this study can inspire practical changes that support diverse learners in achieving their full linguistic potential.
Dr José Igor Prieto-Arranz
University of the Balearic Islands
Read the Original
This page is a summary of: Testing Progress on Receptive Skills in CLIL and Non-CLIL Contexts, October 2014, Springer Science + Business Media,
DOI: 10.1007/978-3-319-11496-5_8.
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