Writing skills in CLIL and non-CLIL classrooms in different sociolinguistic contexts

Abstract

Content and Language Integrated Learning (CLIL) has become a widespread methodology to improve the general level of English, the Basque Autonomous Country (BAC) being no exception (Lasagabaster, 2008; Ruiz de Zarobe, 2008;2010; Ruiz de Zarobe and Lasagabaster, 2010 among others). However, there is one feature that sets the BAC (and other territories) apart, and that is the existence of immersion programmes through a minority language, where CLIL needs to be accommodated. With respect to specific skills, previous research has proved CLIL to be very successful in terms of reading (ISEI –IVEI, 2015). This study extends the investigation on reading and presents data on the impact of CLIL on writing. Additionally, we have included the variable sociolinguistic context and have divided the subjects in: favourable, mixed and hindering contexts for the Basque language. Finally, we have also investigated whether there is a correlation between the components of the ESL Composition Profile (ESLCP) (Jacobs et al., 1981) in the three studied languages. We collected data from 138 secondary school students from six different schools, three following CLIL, the other three following English as a Foreign Language (EFL) methodology. The data analysed consisted of three recipes written by each student, one in each language (Spanish, Basque and English). The writings were analysed using the ESLCP (Jacobs et al., 1981) and the results show that: (i) CLIL seems help improve the English writing level of the students compared to their non-CLIL counterparts; (ii) the sociolinguistic area where the school is located seems to affect the level of success of CLIL; (iii) there does not seem to be any negative effect of CLIL on the other two languages of the curriculum; and (iv) there seems to be some kind of cognitive academic transfer from one language to another in that there is a correlation between the scores obtained in the different languages in three components of the ESLCP.