Exploring the Relationship between CLIL and L1 Ability in Finland: Analyzing Written and Oral Production

Peter Launonen; Anssi Roiha; Minna Maijala

doi:10.5294/laclil.2022.15.2.8

Autores/as

Peter Launonen Autor/a University of Turku https://orcid.org/0000-0002-7435-7163
Anssi Roiha Autor/a University of Jyväskylä
Minna Maijala Autor/a University of Turku https://orcid.org/0000-0002-3532-9813

DOI:

https://doi.org/10.5294/laclil.2022.15.2.8

Palabras clave:

Educación bilingüe, producción escrita, producción oral, contexto educativo finlandés, CLIL, aprendizaje integrado de contenidos y lenguas extranjeras, lengua materna, evaluación lingüística, fluidez verbal, tarea de nombrar imágenes, autoevaluación de habilidades lingüísticas, estatus socioeconómico, exposición a L2

Resumen

Este estudio explora la relación entre CLIL y la habilidad de L1 en un contexto de enseñanza secundaria de Finladia. Se basa en el análisis de las producciones escritas y orales en L1 de cuatro estudiantes de grado noveno (2 en ambiente CLIL y 2 en ambiente no-CLIL). La producción escrita se evaluó mediante una tarea de redacción breve, mientras que la producción oral se evaluó mediante una fluidez verbal y otra de denominación de imágenes. En la tarea escrita, los estudiantes respondían a una pregunta relacionada con un tema tratado previamente en su plan de estudios. En la tarea de fluidez verbal, los participantes disponían de 60 segundos para producir tantas palabras como pudieran que empezaran por una letra determinada. En la tarea de nombrar imágenes, se pidió a los participantes nombrar 12 imágenes que se mostraban en una pantalla. Los resultados se analizaron y debatieron en relación no solo con los antecedentes lingüísticos de los participantes, sino con sus capacidades lingüísticas autoevaluadas en inglés y finés. En dos de las tareas, los estudiantes de CLIL obtuvieron peores resultados en su L1 que los que no lo eran; sin embargo, en la tercera tarea no se observó ningún patrón claro. El estudio arroja luz sobre la relación entre el CLIL
y la capacidad en la L1 en el contexto de un debate sobre los beneficios y costos lingüísticos asociados al bilingüismo. Los resultados subrayan la importancia de tener en cuenta el impacto del estatus socioeconómico y otros tipos de exposición a la L2 en futuros estudios en este ámbito. Además, los autores sostienen que se trata de un área de investigación que merece atención adicional dado el alcance presente y futuro de la educación bilingüe a nivel mundial.

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