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ERIC Number: EJ1172777
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1367-0050
Learning Strategies in CLIL Classrooms: How Does Strategy Instruction Affect Reading Competence over Time?
Ruiz de Zarobe, Yolanda; Zenotz, Victoria
International Journal of Bilingual Education and Bilingualism, v21 n3 p319-331 2018
This article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental and control groups in CLIL classrooms, where a number of subjects are taught through the L3: English. Findings indicate that reading awareness and strategy use were enhanced following the training. While both the control and the experimental group improved over time, the experimental group showed statistically significant gains in reading comprehension, outperforming the control group. Furthermore, this difference was maintained over a two-year period, with the experimental group showing a marked improvement in reading competence. This study has implications for the fields of learning strategies and instructional strategies with respect to children learning a foreign language in CLIL contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A