Teoría de la educación. Educación y Cultura en la Sociedad de la Información. Número especial sobre: Sociedad de la Información, lenguas minoritarias y educación en bilingüismo volume:12, 3:200-214.
Content and Language Integrated Learning (CLIL) seems to be fully accepted
as the preferred approach at present to promote multilingualism in Europe. Spain has
also followed this trend, although the way it has been implemented varies depending on
the community involved, whether monolingual or bilingual, since in the latter case the
foreign language, usually English, adds to two previous languages.
The aim of this paper is to carry out a comparison of the linguistic competence attained
in two bilingual communities, namely the Basque Country and Catalonia, two settings
where we find both educational approaches: on the one hand, a traditional English as a
Foreign Language (non-CLIL) strand and, on the other, the CLIL strand. More
precisely, we will analyse the written competence that secondary students reach in these
two communities when different variables are considered. Firstly, we will compare the
educational approach followed in the communities (CLIL versus non-CLIL) and,
secondly, we will analyse the influence of the number of hours of instruction in two
different age groups. Our results demonstrate that the amount of instruction has an