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Provides evidence that multilingual CLIL has a positive effect on productive vocabulary.
This book fills an important gap in the literature by providing evidence of the positive effect that receiving content classes in multiple target languages has on vocabulary acquisition and, in particular, lexical availability. It examines data from a multilingual Content and Language Integrated Learning (CLIL) context, where Spanish adolescents simultaneously study both English and French as foreign languages.
The author explores the quantitative and qualitative differences between CLIL learners’ language acquisition in English and French and between males and females, as well as the positive and negative influence of the learners’ various languages in their available lexicon. In addition, these factors are investigated not only at one point in time, but also longitudinally, so as to address the long-term effects of these issues. The book equips teachers and stakeholders with clear information regarding the effect that multilingual CLIL instruction has, to allow them to make the most of this multilingual learning scenario and foster the learners’ multilingual exposure.
This book provides a welcome and much-needed perspective on multilingual education. Combining accessible overviews of CLIL, LOTEs and lexical availability with a unique empirical study of learners’ English and French lexicons, it sheds light on how students draw on their linguistic repertoires in a genuine plurilingual school. The study goes beyond an Anglocentric focus, presenting compelling evidence to illustrate the complex role of additional languages in shaping lexical development.
This study is a ‘must read’ for all teachers and researchers interested in the European CLIL approach to vocabulary teaching and learning. Readers will become acquainted with the principles and practice of CLIL in Europe, while gaining an understanding of how individual factors such as motivation and gender may impact progress.
Leah Geoghegan is Assistant Professor in the Department of Modern Languages at the University of La Rioja, Spain. She teaches and researches in the area of second language acquisition with a specific interest in vocabulary, motivation, learning contexts and heritage learners.
Introduction
Part 1: The Language of Instruction in CLIL
Chapter 1. Content and Language Integrated Learning in Spain
Chapter 2. English and Languages Other than English
Chapter 3. Lexical Availability in English and French as Foreign Languages
Part 2: Spanish Adolescents’ Lexical Availability in English and French CLIL: A Case Study
Chapter 4. An Overview of the Study
Chapter 5. Spanish Adolescents’ Lexical Availability in English and French
Chapter 6. Gender Differences in Spanish Adolescents’ Lexical Availability in English and French
Chapter 7. Cross-Linguistic Influence in Multilingual CLIL
Conclusions