The aim of this paper is to provide new evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of English language competences (reading, writing, listening and spoken production and interaction) compared to traditional learning of English as a foreign language (EFL) in primary school settings. To do so, results of CLIL and non-CLIL learners enrolled in the 4 th year of primary education (9-10-year-olds) were examined and contrasted. Findings showed that the only communicative competence in which differences in favour of CLIL students were significant was spoken production and interaction. However, significant differences have also been detected in the following indicators: “preparing an outline before writing” (writing), “understanding space-time relations” (reading), and “global comprehension” and “identification of details” (listening). The confined effectiveness of CLIL may be due to the limited time of extra exposure to English, the young age of participants and the absence of any selection process for CLIL learners.

中文翻译：

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CLIL对初等教育中第二语言能力和技能的获取的影响

本文的目的是提供一个新的证据，证明与传统英语作为外语学习相比，内容和语言综合学习（CLIL）在获取英语能力（阅读，写作，听力和口语表达以及互动）方面的有效性。小学阶段的语言（EFL）。为此，对初等教育第4年（9-10岁）的CLIL和非CLIL学习者的结果进行了检查和对比。研究结果表明，唯一的交流能力是对口语产生和互动的影响，其中对CLIL学生的支持差异很大。但是，在以下指标中也发现了显着差异：“写之前准备大纲”（写），“了解时空关系”（阅读），以及“全局理解”和“细节识别”（侦听）。CLIL的局限性可能是由于额外接触英语的时间有限，参与者的年龄较小以及没有为CLIL学习者选择任何程序。