Content and Language Integrated Learning (CLIL): Evidence from Research in Europe
Y. Ruiz Zarobe & R. Jiménez Catalán
This chapter explores how English tense and agreement morphology is acquired by bilingual (Basque-Spanish) speakers differing in the type of program they follow at school: a CLIL program versus a non-CLIL one. Based on the analysis of our learners’ oral production and following claims put forward by other researchers we will argue that our learners’ interlanguage (ILG) has functional categories and that problems realizing verbal inflection come from difficulties acquiring the morphological realization of such morphemes or from some type of mapping problem from abstract to specific features. Besides, we will try to explain the difference in suppliance found between be forms and affixal morphemes, attributing the more accurate inflection of be forms to the universal rule that guides overt movement.