CLIL and Productive Vocabulary Acquisition in the Czech Context

Barbora Reynaert

doi:10.7575/aiac.alls.v.10n.4p.153

Abstract

This paper sheds light on productive vocabulary development in classes of CLIL (content and language integrated learning). Participants in the study were pupils of lower-secondary school (aged 11-15) in the Czech Republic having experienced CLIL instruction in History or Civics. The investigation was aimed at measuring vocabulary acquisition gained during a year of CLIL. Half of the pupils in the experimental group already had one year of CLIL experience prior to the experiment; the second half of the pupils started with CLIL at the time of the experiment. Both of these groups were compared to one another as well as to a control group with no CLIL instruction. Data collection instruments were created on the basis of standardized Laufer & Nation’s vocabulary levels tests (Laufer & Nation, 1999). As it turned out, previous experience with CLIL as well as the role of the teacher were significant factors. The study points out differences in productive vocabulary development in CLIL in terms of a one-to-two-year time frame. The role of the teacher appeared to have an undeniable importance as well. These factors are discussed in terms of language education improvement.

Highlights

Content and Language Integrated Learning (CLIL) is undoubtedly one of the most important issues facing European educational research
The significant difference between the control group and the experimental group applies solely to the groups having two years of CLIL experience
This article discussed the mutual relationship of vocabulary acquisition and CLIL instruction

Summary

Introduction

Content and Language Integrated Learning (CLIL) is undoubtedly one of the most important issues facing European educational research. Languages should be taught in an integrated way, and as separate subjects. The theoretical part of the article is based on a literature review concerning up-to-date research on CLIL and CBI (Content-based instruction) in connection with L2 vocabulary acquisition – a key feature of language knowledge. The study is designed to investigate the effect of CLIL on vocabulary development comparing CLIL and non-CLIL classes. The research looked into the efficiency of CLIL towards productive vocabulary with respect to possible variables coming into play such as content subject, experience with CLIL, gender and teacher. The study was conducted in the Czech Republic, but the findings could be transferred to a context of any other country worldwide

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