Widely implemented in Europe over the last three decades, Content and Language Integrated Learning (CLIL) has been researched in some European contexts more extensively than in others, with the Norwegian context being among the least represented. This paper attempts to contribute to filling in the gap by examining the impact of a short-term CLIL…

The effects of Content and Language Integrated Learning (CLIL) on students' foreign language skill development have been overestimated by previous studies, as most studies needed to have considered selection and preparation effects appropriately. We used complete survey data from a 1996-2003 cohort to investigate English skill development of N =…

This study examines the attitudes of German-speaking pupils towards Sorbian-language education and the problems these pupils indicate as an obstacle to becoming bilingual through educational settings. Based on the research carried out in the Upper Sorbian Grammar School in Bautzen/Budyšin (Germany) combining a statistical survey, in-depth…

In response to the recent sharp increase of L2 students in Reykjavik schools, allocation criteria for special L2 services were adopted that were based on length of residence and on whether children's home language was tonal or not tonal. This study set out to evaluate the appropriateness of these criteria, and to replicate previous findings of a…

This study examines the relationship between developing writer's vocabulary breadth, vocabulary depth, and writing abilities. Participants were EFL Chinese junior-high students, of whom there were 120 Grade 8 and 147 Grade 9 students. Measures included tests of vocabulary size, word association, and morphological awareness. Students' writing…

The ability to manage specific forms of disciplinary expression - Languages of Schooling - is regarded as a factor of academic success (Council of Europe recommendations - Council of Europe CM/Rec. [2014]. "Recommendation of the Committee of Ministers to Member States on the Importance of Competences in the Language(s) of Schooling for Equity…

This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for…

Metalinguistic skills are highlighted in the literature as providing bilinguals with an advantage in additional language (L3) learning. The extent to which this may apply to bilingual education and content-and-language-integrated-learning settings, however, is as yet little understood. This article reports on a study exploring and comparing the…

In content-based instruction (CBI) programmes, students learn content subjects through a second language (L2), so that they can incidentally learn the language. To further facilitate students' L2 development, the collaboration between L2 and content subject teachers has been strongly advocated. Previous research on such kind of collaboration…

This study focuses on the degree of influence of one individual factor, namely gender, on the level of English competence attained in two different groups of intermediate-level Catalan Spanish adolescent learners of English as a foreign language: the first group (Group A) is 1 year younger and follows formal instruction (FI) and in parallel…