ABSTRACT The adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming. This study, which forms part of the wider MON-CLIL investigation into CLIL instruction in monolingual areas of Spain, aims to contribute to the developing body of knowledge by comparing academic performance in science in primary education and natural science in compulsory secondary education. In addition to comparing school results for a sample of 93 public, charter (semi-private) and private primary students and 139 public and charter secondary students (total = 232), this study also involved a stepwise discriminant analysis with other potential intervening variables in order to determine the extent to which differences might be due to instruction type or to other factors. Significant differences were detected between certain school types in favour of non-CLIL groups in primary education, while differences also existed between public secondary groups in favour of CLIL. These findings seem to indicate that CLIL instruction had no detrimental effects on the science learning of the secondary learners participating in the study.

中文翻译：

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单语言环境下CLIL对内容知识的影响

摘要西班牙采用内容和语言整合学习（CLIL）已影响了教育支出，并对学生的学习和评估程序进行了修改。尽管就语言学习而言，积极的影响是显而易见的，但有关对非语言学科领域的影响的证据却很少。这项研究是对MON-CLIL在西班牙的单语种地区进行的CLIL教学进行更广泛调查的一部分，旨在通过比较初等教育科学和义务中学自然科学的学术表现，为知识体系的发展做出贡献。除了比较93名公立，特许（半私立）和私立小学学生以及139名公立和特许中学学生（总计= 232）的样本的学校成绩外，这项研究还涉及对其他潜在干预变量的逐步判别分析，以确定差异的程度可能是由于指令类型或其他因素造成的。在支持初等教育的非CLIL组的某些学校类型之间发现了显着差异，而公立中等教育组在支持CLIL的情况下也存在差异。这些发现似乎表明，CLIL教学对参加该研究的中级学习者的科学学习没有有害影响。在支持初等教育的非CLIL组的某些学校类型之间发现了显着差异，而公立中等教育组在支持CLIL的情况下也存在差异。这些发现似乎表明，CLIL教学对参加该研究的中级学习者的科学学习没有有害影响。在支持初等教育的非CLIL组的某些学校类型之间发现了显着差异，而公立中等教育组在支持CLIL的情况下也存在差异。这些发现似乎表明，CLIL教学对参加该研究的中级学习者的科学学习没有有害影响。