The Impact of CLIL on Students' English Skills and Competences in Primary School
DOI:
https://doi.org/10.30762/jeels.v11i1.2606Keywords:
CLIL, English language acquisition, English proficiency levels, English skills, Primary StudentsAbstract
Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had
positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.
Downloads
References
Abedi, J. (2008). Measuring students’ level of English proficiency: Educational significance and assessment requirements. Educational Assessment, 13(2–3), 193–214. https://doi.org/10.1080/1062719080239440
Aflahatun, N., Mujiyanto, J., & Fitrianti, S. W. (2022). Teacher’s perception on implementation of Content and Language Integrated Learning (CLIL) in the primary school. International Conference on Science, Education, and Technology, 8, 398–403.
Alnoori, B. S. M. (2019). Writing skills developed through language integrated content. Amazonia Investiga, 8(19), 362–368. https://www.amazoniainvestiga.info/index.php/amazonia/ article/view/238
Bayram, D., Öztürk, R. Ö., & Atay, D. (2019). Reading comprehension and vocabulary size of CLIL and non-CLIL students: A comparative study. Language Teaching and Educational Research, 2(2), 81–100. https://files.eric.ed.gov/fulltext/ED601964.pdf
Castellano-Risco, I., Alejo-González, R., & Piquer-Píriz, A. M. (2020). The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable? System, 91. https://doi.org/10.1016/j.system.2020.102263
Chumbay, J., & Ochoa, J. F. Q. (2020). Language-Driven CLIL: Developing written production at the secondary school level. English Language Teaching, 13(8), 74. https://doi.org/10.5539/elt.v13n8p74
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL (Content and Language Integrated Learning). Cambridge University Press.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092
Daraini, A. M., Fauziyati, E., & Rochsantiningsih, D. (2021). Students’ perception of the implementation of Content and Language Integrated Learning (CLIL) at senior high school. AL-ISHLAH: Jurnal Pendidikan, 13(1), 41–48. https://doi.org/10.35445/alishlah.v13i1.404
Deswila, N., Kustati, M., Besral, B., & Sukandi, S. S. (2020). Content and Language Integrated Learning (CLIL) approach across curriculum in science classrooms: Are the English language use and learning reveal? Journal of Innovation in Educational and Cultural Research, 1(1), 15–21. https://doi.org/10.46843/jiecr.v1i1.4
Devi, A. P. (2023). Relationship between English proficiency and academic achievement of Indonesian EFL postgraduate students. Journal of English Language Learning, 7(1), 303–308. https://doi.org/10.31949/jell.v7i1.5566
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education & Social Sciences, 4(2), 83–94. https://doi.org/10.20547/jess0421604201
Gray, L. ., Mills, E. G., & Airasian, W. P. (2012). Educational research competencies for analysis and application. In Вестник Росздравнадзора (Vol. 4, Issue 1). Pearson Education Inc.
Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. https://doi.org/10.1177/1362168814541736
Khairurrozikin, M., Sukartinigsih, W., & Subrata, H. (2020). The influence of genre pedagogical and content and language integrated learning on elementary students’ writing skills. Seloka: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(2), 168– 175. https://doi.org/10.15294/seloka.v9i2.40099
Khoiriyah, K. (2021). Content and Language Integrated Learning (CLIL) in Indonesian context: An overview. Jurnal Pendidikan Progresif, 11(3), 587–601. https://doi.org/10.23960/jpp.v11.i3.202110
Kodan, H. (2017). Determination of reading levels of primary school students. Universal Journal of Educational Research, 5(11), 1962–1969. https://doi.org/10.13189/ujer.2017.051112
Kusmayadi, Y., & Suryana, Y. (2017). Improving students’ factual report writing skill by using Content and Language Integrated Learning (CLIL) method. Indonesian EFL Journal, 3(1), 21. https://doi.org/10.25134/ieflj.v3i1.650
Llinares, A., & Nashaat-Sobhy, N. (2023). CLIL students’ academic language performance on a non-curricular topic: A comparison between high-exposure and low-exposure groups. English Teaching and Learning, 47(3), 337–358. https://doi.org/10.1007/s42321-023-00151-y
Lyu, P. (2022). How does Content and Language Integrated Learning (CLIL) influence university students’ english acquisition? A systematic literature review. Research and Advances in Education, 1(6), 28–37. https://doi.org/10.56397/rae.2022.12.04
Mehisto, Peter; Marsh, David; Frigols, M. J. (2008). Uncovering CLIL; Content and Language Integrated Learning in bilingual and multilingual education. In China: Macmilan Publisher Limited (pp. 105–109).
Merino, J. A., & Lasagabaster, D. (2018). The effect of content and language integrated learning programmes’ intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics (United Kingdom), 28(1), 18–30. https://doi.org/10.1111/ijal.12177
Nikolov, M. (2009). Early learning of modern foreign languages: Processes and outcomes. In Early Learning of Modern Foreign Languages: Processes and Outcomes (Issue January 2009). https://doi.org/10.1093/elt/ccq075
Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119. https://doi.org/10.1017/S0267190511000183
Nikula, T., Dalton-Puffer, C., & García, A. L. (2013). CLIL classroom discourse. Journal of Immersion and Content-Based Language Education, 1(1), 70–100. https://doi.org/10.1075/jicb.1.1.04nik
Olsson, E. (2021). A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary. Language Teaching Research. https://doi.org/10.1177/13621688211045000
Pladevall-Ballester, E. (2016). CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics (United Kingdom), 26(1), 52–74. https://doi.org/10.1111/ijal.12079
Rachmajanti, S., Zen, E., & AuliaApriana. (2015). Using English in science class as an attempt to maximizing input in second language learning. the
http://www.vnseameo.org/TESOLConference2015/Material s/Fullpaper/Dr.%20Sri%20Rachmajanti%20+%20Ms.%20Evy nurul%20Laily%20Zen%20+%20Ms.%20Aulia%20Apriana.pdf
Rohmah, I. I. T. (2019). The feasibility and effectiveness of integrating content knowledge and english competences for assessing english proficiency in CLIL. ETERNAL (English Teaching Journal), 10(1). https://doi.org/10.26877/eternal.v10i1.3909
Siwi, N., Anggraini, S., Munir, A., & Purwati, O. (2023). The implementation of CLIL at primary school: Teacher’s perspectives and challenges. 4, 991–1000. http://jurnaledukasia.org
Soto-Corominas, A., Roquet, H., & Segura, M. (2023). The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school. Applied Linguistics, June, 1–25. https://doi.org/10.1093/applin/amad031
Vallbona González., Anna., & Pladevall Ballester, E. (2014). L2 competence of young language learners in science and arts CLIL and EFL instruction contexts : a longitudinal study. 461.
Waloyo, A. A., Khoiriyah, K., & Farah, R. R. (2021). Teachers’ perception to CLIL and Web-Based material implementation in a primary school. English Review: Journal of English Education, 9(2), 227–234. https://doi.org/10.25134/erjee.v9i2.4347
Whittaker, R. (2018). Reading to Learn in CLIL Subjects: Working with content-language. CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 1(1), 19. https://doi.org/10.5565/rev/clil.4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
