Just selection and preparation? CLIL effects on second language learning
Just selection and preparation? CLIL effects on second language learning
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DOI：
10.1016/j.learninstruc.2021.101578
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发表时间：
2021-12
影响因子：
6.2
通讯作者：
Maja Feddermann;J. Baumert;Jens Möller
中科院分区：
文献类型：
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作者：
Maja Feddermann;J. Baumert;Jens Möller
由于大多数研究没有考虑到选择和准备的影响，以往的研究高估了内容和语言综合学习(CLIL)对学生接受性外语技能发展的积极影响。我们使用2014-2019年队列的完整调查数据，调查了从五年级到九年级的n=1448名德国CLIL和n=44191名非CLIL文法学校学生的英语听力和阅读理解发展。在研究开始时，学生的平均年龄为M=100.38(SD=100.54)。既往成就和社会人口学变量表现出显著的选择效应。在倾向分数匹配后，数据显示额外的英语课有显著的备课效果。但当同时控制选择效应和配制效应时，没有显著的加性CLIL效应。我们根据早期相互矛盾的发现对结果进行了讨论，并建议在研究CLIL效应时考虑选择和准备效应。
Since most studies failed to account for selection and preparation effects, previous studies overestimated the positive effects of Content and Language Integrated Learning (CLIL) on the development of students’ receptive foreign language skills. We examined the English listening and reading comprehension development ofN= 448 German CLIL andN= 4,191 non-CLIL grammar school students from grade five to grade nine using full survey data from a 2014–2019 cohort. At the beginning of the study, students were on averageM= 10.38 (SD= 0.54) years old. Prior achievement and sociodemographic variables showed significant selection effects. After propensity score matching, data indicated significant preparation effects of additional English lessons. However, when both selection and preparation effects were controlled, no significant additive CLIL effect showed up. We discuss the results in light of earlier contradictory findings and recommend considering selection and preparation effects when studying CLIL effects.