The Impact of CLIL on FL Grammar and Vocabulary

Abstract

This chapter examines the impact of Content and Language Integrated Learning (CLIL) on 351 Primary and Secondary Education students’ English language attainment regarding grammar and vocabulary in seven bilingual public schools and one non-bilingual charter school in the province of Seville. Intergroup comparisons are carried out across the different schools and discriminant analyses are performed with all the intervening variables of the study (setting, socio-economic status, verbal intelligence, motivational variables and extramural exposition) in order to determine whether CLIL is truly responsible for the differences ascertained or whether other variables account for a greater proportion of the variance.