Abstract
In contrast to most studies on Content and Language Integrated Learning (CLIL) focussed on language learning outcomes, this chapter is devoted to exploring a different area: the impact of CLIL on the acquisition of digital competence, one of the eight key competences for lifelong learning. In two consecutive years, CLIL and non-CLIL 9-and 10-year olds took two tests in which the two dimensions of digital competence described in the Recommendation of the European Parliament and the Commission on Key Competences for lifelong learning were evaluated: ‘communicate and participate in collaborative networks’ and ‘search, collect and process digital information’. The participants were 1,967 CLIL and 18,303 non-CLIL students for the first test and 2,813 CLIL and 16,518 non-CLIL students for the second one. Results showed that CLIL students scored significantly higher for both dimensions of digital competence and in nine out of the sixteen learning standards assessed. These findings suggest CLIL is more conducive to digital competence acquisition and seem to indicate ICTs are more integrated in CLIL than in non-CLIL settings, possibly as a way to compensate the added difficulty of conveying meaning through a foreign language, and as a consequence of the teaching innovations CLIL entails.
Published Version
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