Language and Content Outcomes of CLIL and EMI: A Systematic Review

Keith Mathew Graham; Yunkyeong Choi; Amin Davoodi; Shakiba Razmeh; L. Quentin Dixon

doi:10.5294/laclil.v11i1.9268

Autores/as

Keith Mathew Graham Autor/a Texas A&M University http://orcid.org/0000-0001-9277-8589
Yunkyeong Choi Autor/a Texas A&M University http://orcid.org/0000-0003-1539-4447
Amin Davoodi Autor/a Texas A&M University http://orcid.org/0000-0001-9103-3024
Shakiba Razmeh Autor/a Texas A&M University http://orcid.org/0000-0002-1869-6566
L. Quentin Dixon Autor/a Texas A&M University http://orcid.org/0000-0002-9122-8064

DOI:

https://doi.org/10.5294/laclil.v11i1.9268

Palabras clave:

aprendizaje integrado de contenidos y lenguas extranjeras, inglés como medio de instrucción, resultados del lenguaje, resultados de contenido, revisión sistemática.

Resumen

Alrededor del mundo, los profesores de idiomas están cambiando a la instrucción basada en el contenido (CBI) como una forma de enseñar inglés, más comúnmente en la forma de Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) o inglés como medio de instrucción (EMI). Con la difusión de CBI en todo el mundo, es importante entender cómo este cambio en la enseñanza ha afectado los resultados de los estudiantes. Utilizando un enfoque sistemático de revisión de la literatura, este estudio examina la literatura actual sobre el efecto de CBI en el lenguaje y los resultados del contenido. Veinticinco artículos cumplieron los criterios de inclusión para este estudio y fueron examinados. El estudio arrojó resultados mixtos sobre la efectividad de CBI en los resultados de los estudiantes, en los que la mayoría de los estudios muestran efectos positivos o neutros para CBI en comparación con las aulas no CBI. Sin embargo, el estudio también revela múltiples problemas metodológicos que causan dificultades para que se establezcan conclusiones sólidas sobre CBI. Además, mientras en España CLIL ha recibido mucha atención de la investigación, en otros países sigue sin estudiarse. Por lo tanto, este estudio concluye con un llamado a futuras investigaciones de los resultados CBI que examinen una variedad de países y den cuenta de las fallas metodológicas identificadas.

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Biografía del autor/a

Keith Mathew Graham, Texas A&M University

Keith M. Graham is a Ph.D. student in the Department of Teaching, Learning, and Culture at Texas A&M University. His research interests include the many forms of content-based language teaching including CLIL and EMI.

Yunkyeong Choi, Texas A&M University

Yunkyeong Choi is a Ph.D. student in the department of Teaching, Learning, and Culture with a specialization in English as a Second Language at Texas A&M University. Her research interests include task-based language teaching, pragmatic development of second language learners, and ESL/EFL instructional practices.

Amin Davoodi, Texas A&M University

Amin Davoodi is a PhD student of curriculum and instruction (ESL) in the department of Teaching, Learning and Culture at Texas A&M University. His research interests include second language writing, language policy, sociolinguistics and critical discourse analysis.

Shakiba Razmeh, Texas A&M University

Shakiba Razmeh is a PhD student of curriculum and instruction (ESL) in the department of Teaching, Learning and Culture at Texas A&M University. Her research interests include language and identity and literacy learning for immigrant and refugee children.

L. Quentin Dixon, Texas A&M University

L. Quentin Dixon is an Associate Professor in English as a Second Language (ESL) Education in the College of Education and Human Development, Texas A & M University. Dr. Dixon’s research interests focus on the language and early literacy development of young bilingual children, and in using rigorous quantitative research methods to evaluate literacy programs for English language learners.

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