Abstract Research on the use of the first language (L1) in interactional strategies by young Content and Language Integrated Learning (CLIL) is still in its infancy. Here we compare CLIL and NON-CLIL primary school children in terms of L1 use in interactional strategies. The oral production of 44 age- and proficiency-matched dyads (21 CLIL, 22 NON-CLIL) is analyzed in terms of use of the L1 in appeals, clarification requests and metacomments. The results indicate that NON-CLIL learners produce more instances of L1 use in interactional strategies and that greater differences emerge as grade increases. This is consistent with previous research in CLIL contexts as well as investigations that have compared CLIL and NON-CLIL contexts. A qualitative inspection of the results has also revealed that there are differences between groups in their preference for either the L1 or the target language (TL) in the case of appeals and clarification requests. However, metacomments are always produced in the L1 in both groups, which appears to support previous classroom observation data.

中文翻译：

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¿ 军政府？L1 在 CLIL 与非 CLIL 小学学习者互动策略中的使用研究

摘要 青年内容与语言综合学习（CLIL）在互动策略中使用第一语言（L1）的研究仍处于起步阶段。在这里，我们比较了 CLIL 和非 CLIL 小学生在交互策略中的 L1 使用情况。根据 L1 在上诉、澄清请求和元评论中的使用，分析了 44 个年龄和能力匹配的二元组（21 个 CLIL，22 个非 CLIL）的口语产生。结果表明，非 CLIL 学习者在交互策略中产生了更多的 L1 使用实例，并且随着成绩的增加出现了更大的差异。这与先前在 CLIL 上下文中的研究以及比较 CLIL 和非 CLIL 上下文的调查一致。对结果的定性检查还表明，在上诉和澄清请求的情况下，不同群体对 L1 或目标语言 (TL) 的偏好存在差异。然而，元评论总是在两个组的 L1 中产生，这似乎支持以前的课堂观察数据。