Exploring the impact of CLIL on high school learners’ Spanish L1 vocabulary production
DOI:
https://doi.org/10.36505/TheLinguisticProceedings/2025/17/02/008/000694Keywords:
Content and Language Integrated Learning (CLIL), English as a Foreign Language (EFL), multilingualism, Spanish (L1), vocabulary productionAbstract
The present paper attempts to explore the effects that further exposure to English (L2) through CLIL programmes can have on learners’ productive vocabulary in Spanish (L1). To this end, a comparative study of 21 CLIL and traditional EFL learners’ Spanish L1 vocabulary production was conducted by means of a lexical availability task (LAT). The results showed no statistically significant differences in terms of vocabulary size. However, CLIL learners outperformed their non-CLIL peers in token production within the four prompts. Additionally, both learner cohorts produced similar lexical items. Nonetheless, CLIL learners elicited some exclusive words related to the English culture in Spanish. These findings go along with previous studies that denied any potential menace of CLIL on learners’ L1.References
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Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
