Abstract
Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.
Highlights
It has been suggested that a second or foreign language is best learned in an environment that places meaning at the forefront rather than accuracy
Despite the widespread appreciation for Content and Language Integrated Learning (CLIL) as a classroom approach, the stagnant low proficiency among the students before and after exposure to CLIL is consistent with the notion that one of critical elements that can influence the success of a CLIL program is the language level of learners (Bruton, 2013; Paran, 2013)
The role of intensity in CLIL outcomes is worth highlighting, since some authors have suggested that significant improvements in English as a Foreign Language (EFL) skills through CLIL can be best achieved through high intensity instruction (Merino & Lasagabaster, 2018)
Summary
It has been suggested that a second or foreign language is best learned in an environment that places meaning at the forefront rather than accuracy Such an environment makes the task of achieving the target language level challenging, but achievable through the creation of situations that foster language practice and usage in a meaningful way (Burger, Weinberg, & Wesche, 2013; Butler, 2005; Dupuy, 2000; Krashen, 1982; Snow, 2005). According to Chamot (2014), a CLIL environment is one where non-English speaking students learn a target language as a lingua franca (often referred to English as a Foreign Language or EFL)
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