A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Examining L1 ability in a Finnish secondary education context
Tekijät: Launonen, Peter
Kustantaja: John Benjamins Publishing Company
Kustannuspaikka: AMSTERDAM
Julkaisuvuosi: 2025
Journal: Journal of Immersion and Content-Based Language Education
Tietokannassa oleva lehden nimi: Journal of Immersion and Content-Based Language Education
Lehden akronyymi: J IMMERS CONTENT-BAS
Sivujen määrä: 25
ISSN: 2212-8433
eISSN: 2212-8441
DOI: https://doi.org/10.1075/jicb.24016.lau
Verkko-osoite: https://doi.org/10.1075/jicb.24016.lau
Tiivistelmä
This article examines the relationship between L1 ability and CLIL in a lower secondary education context in Finland. In the study, 31 participants responded to a verbal fluency task, a picture-naming task and a survey comprising L1 self-evaluation questions. The results were analysed quantitatively in light of additional variables such as socioeconomic status and L1 grades. The CLIL students outperformed the non-CLIL students in the verbal fluency task, whereas the results of the picture-naming task were not suggestive of group-level differences. Additionally, the CLIL students' picture-naming task results were less reflective of within-group differences than those of the non-CLIL students. This study sheds light on the relationship between CLIL and L1 ability, while highlighting the possible role of CLIL in mitigating the impact of individual differences on L1 ability.
This article examines the relationship between L1 ability and CLIL in a lower secondary education context in Finland. In the study, 31 participants responded to a verbal fluency task, a picture-naming task and a survey comprising L1 self-evaluation questions. The results were analysed quantitatively in light of additional variables such as socioeconomic status and L1 grades. The CLIL students outperformed the non-CLIL students in the verbal fluency task, whereas the results of the picture-naming task were not suggestive of group-level differences. Additionally, the CLIL students' picture-naming task results were less reflective of within-group differences than those of the non-CLIL students. This study sheds light on the relationship between CLIL and L1 ability, while highlighting the possible role of CLIL in mitigating the impact of individual differences on L1 ability.
Turun yliopiston Tutkimustietojärjestelmän portaali