The effect of Content and Language Integrated Learning (CLIL) on English performance and self-confidence

In this study, it was investigated whether third language teaching through Content and Language Integrated Learning (CLIL) was more effective than teaching a third
language as an isolated subject. By means of a cross-sectional study design, English vocabulary, speaking performance and self-confidence of pupils from CLIL and nonCLIL schools were compared. In total, 575 pupils of 4th, 5th and 6th grade (age 9-12) from primary schools in the Netherlands took part in this study. They were administered a vocabulary and a picture story task to measure English speaking performance. In addition, a questionnaire concerning self-confidence was administered. First results of the study revealed that 4th and 5th grade pupils from CLIL schools scored significantly higher on the vocabulary task and the picture story task than pupils from non-CLIL schools. However, in 6th grade, these effects were not found; pupils of 6th grade from non-CLIL schools were nearly equally proficient in English performance compared to pupils from CLIL schools. Interestingly, pupils from CLIL schools stated that they did not have more self-confidence during English performance. On the contrary, CLIL pupils of 6th grade claimed to avoid speaking in English. To conclude, although these findings suggest that particularly pupils of 4th and 5th grade profit from CLIL teaching, pupils of 6th grade do not seem to profit as much from CLIL teaching. This apparent immediacy effect can be due to the degree of exposure and practice of English. More details and further research of effectiveness of CLIL will be discussed upon.