Yolanda Ruiz de Zarobe
University of the Basque Country, Spain

Content and Language
Integrated Learning (CLIL)
refers to an educational
approach where curricular
content is taught through themedium of a foreign, asecond or additionallanguage.

Coined in the 1990’s inEurope for programs thatuse a foreign language inthe teaching of nonlinguistic subjects.

CLIL Research
Product-oriented research

Process-oriented research(Ruiz de Zarobe and Jiménez
Catalán 2009; Dalton Puffer,
Nikula, and Smit 2010; Ruiz deZarobe, Sierra, and Gallardo delPuerto 2011; Juan-Garau andSalazar-Noguera 2015).

What is taking place in the CLIL
classroom and how can theapproach be introduced in theclassroom in a more effective way
to enhance learning?

CLIL: focus not only on language or only on content.

“CLIL not only promotes linguistic competence but meaningmaking and knowledge construction in subject domains which
when supported linguistically and cognitively can enable students
to mediate their own learning and have a greater sense ofauthenticity and independence.” (Coyle et al. 2010, 11).

The Study: Strategic Intervention
for Reading in an English as L3
CLIL Context5

Research questionsQuestion 1

Question 2

Canstrategyinstruction
Can reading
reading strategy
instruction
theimprove theimprovereading competence
readingcompetenceof as L3of students
learning Englishstudents
learning English as L3
in a CLIL context?
in a CLIL context?

DoDothetheeffects
effectsof
ofreadingreading strategy
strategy instruction
on theinstruction
on the reading
reading competenceof students
competenceof students
in a CLIL
in a CLIL
context
last over time?
context
lastover time?

The Study

Participants
100 students
Control: 50
Experimental: 50

AgeYear 5: 5th Primary Education(10 -11 years old)
Year 6: 6th Primary Education(11 -12 years old)

Sex
Control: M 40%
F 60%
Experimental: M 39%
F 61%

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Spanish: L1
Basque and English: 4 years oldSubjects:• English, physical education, arts andcrafts, and science were taught throughEnglish.
• Basque, music, religion, and tutorials, inBasque.
• Spanish and mathematics, in Spanish.
8CONTROLEXPERIMENTALSURVEYS:
Background and motivation survey.

SURVEYS:
Background and motivation survey..

PRE-TESTS:

PRE-TESTS:- Reading and listening tests.

- Reading and listening tests.

- Oral and written production tests.

- Oral and written production tests.

- Survey for reading strategies.

- Survey for reading strategies.

- Metacognitive reading test.

- Metacognitive reading test.

- Metacognitive task.

- Metacognitive task.

- Critical reading test.

- Critical reading test.
TRAINING PROCEDURE AND DIARIESPOST-TESTSPOST-TESTSSURVEYS:
Background and motivation survey.

SURVEYS:
Background and motivation survey.

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Training Design, Year 5
Pre-tests• Session 1: Training 1• Session 2: Training 2 + Diary 1• Session 3: Training 3 + Diary 2• Session 4: Training 4 + Diary 3• Session 5: Training 5 + Diary 4• Session 6: Training 6 + Diary 5• Session 7: Training 7 + Diary 6
Post-tests

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Training Design, Year 6
Pre-tests• Session 1: Training 1• Session 2: Training 2 + Diary 1• Session 3: Training 3 + Diary 2• Session 4: Training 4 + Diary 3• Session 5: Training 5 + Diary 4• Session 6: Training 6 + Diary 5• Session 7: Training 7 + Diary 6
Post-tests

11Preparation
Awareness raising

Expansion
TransferPresentation
ModellingEvaluation(metacognition)

Practice

CALLA phases(O’Malley and Chamot, 1990; Chamot and Harris, 2019)12Metacognitive Reading test

It consisted of 25 open-ended
questions which tested reading
skills: skimming, scanning, anddetailed reading. And strategies:
predicting, guessing from thecontext, observing the layout of thetext.
The first 12 items were prereading/fast reading activities. The
last 13 were postreading questions.

Procedure:
The learners were given the text andallowed 1 min 30 s to go through it.
After that time, they were asked to hand
it in before answering the first 12
questions without referring to the text.
They were then given the text again andanswered the next 13 questions byconsulting the text.

Results14

RESEARCH QUESTION 1
1. Can reading strategy instruction
improve the reading competenceof students learning English as L3
in a CLIL context?

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Research question 1• Statistically significant differences in favour of EG (Ruiz de Zarobe andZenotz 2014).
• The strategic treatment had a positive effect on reading
comprehension.

RESEARCH QUESTION 2
2. Do the effects of reading
strategy instruction on the reading
competence of students in a CLIL
context last over time?

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Research question 2• In Year 5: no initial differences between groups, butstatistical differences in the post-test in favour of the EG.
• In Year 6: the pre-test of year 6 (Time 3): the EG has higherscores than the CG, but differences are non-significant.
• In the post-test of year 6 (Time 4): the EG produces better
results, but without significant differences according to theMann-Whitney test.

Progression pre-test year 5 and post-test year 6, control andexperimental groups in the metacognitive reading test.

Conclusions
23

Positive effect of reading
strategy instruction
comprehension(research question 1)

This effect appears tolast over time(research question 2)

24

The strategy intervention had a statisticallysignificant impact on the children’s developmentof reading competence over two years.

Skill-specific instruction can be an effective formof instruction for young-beginner readers.

25In multilingual contexts, where severallanguages are introduced in the curriculum
through CLIL, important consequences:
Instruction in one skill (in our case reading)and mainly one language (English L3) canpotentially be applied to other languages (L1 orL2), or to different skills (e.g. other receptive
skills such as listening).

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