CLIL產生對於語言學習有什麼樣的影響？它只適合程度較好的學生嗎？

大多數評估CLIL學程中，學習者的表現仍多集中在語言的表現。Lasagabaster (2008) 比較了雙語者(在CLIL下學習)和非雙語者(在非CLIL下學習)在標準化測驗下(Cambridge ESOL)下的表現。雙語者本來就有天份和動機，在語言表現(接收技能和產出技能)上比較好是不證自明，但是Lasagabaster (2008) 的研究發現，在非CLIL下的學習者，其學習表現會因為性別和社經地位產生差異；但在CLIL下的學習者，則沒有這樣子的差異。這似乎說明，CLIL是可以跨越性別和社經地位，一體適用的教育取徑。 Ruiz de Zarobe (2008) 比較產出的種類和數量的比例(type/tokens ratio)也是CLIL組的表現較好。

Woodfield and Neofitou (2006) 未出版的學程評估中，則對於語言和內容的表現都進行了評估。同樣透過標準化測驗，在同一個世代中，原本被認為外語學習成是較差的女孩中，有200個女孩比預期的時間更早就達到應有的外語水平；其對於學科內容(地理)的掌握也跟著進步。

由這些證據顯示，CLIL似乎是個可以一體適用的教育取徑。

References

Airey, J. (2009). Estimating undergraduate bilingual scientific literacy in Sweden. International CLIL Research Journal, 1(2), 26-35.

Campo, A., Grisaleña, J. & Alonso, E. (2007). Trilingual Students in Secondary School: A New Reality. Bilbao: Basque Institute of Educational Evaluation and Research, , .

Coyle, D., Hood, P. & Marsh, D. (2010c). Evaluating and creating materials and tasks for CLIL classroom. In (), Content and Language Integrated Learning. Cambridge University Press.

Coyle, D., Hood, P. & Marsh, D. (2010a). Evaluating the impact of CLIL programmes. In (), Content and Language Integrated Learning. Cambridge University Press.

Coyle, D., Hood, P. & Marsh, D. (2010b). The CLIL Tool Kit: Transforming theory into practice. In (), Content and Language Integrated Learning. Cambridge University Press.

Dalton-Puffer, C., Hüttner, J., Schindelegger, U. & Smit, U. (2009). Technology-Geeks Speak Out: What Students Think About Vocational CLIL. International CLIL Research Journal, 1(2), 18-25.

Dalton-Puffer, C. & Nikula, T. (2006). Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics, 27(2), 241-267.

De Graaff, R., Jan Koopman, G., Anikina, Y. & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603-624.

Hood, P. (2006). Unpublished data from CLIL research interviews with students at Tile Hill Wood Language College. , , .

Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1(1), .

Lasagabaster, D. & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4-17.

Marsh, D. et al. (2008). Profile Report: Bilingual Education (English) in Poland. Warszawa: The National Centre for Teacher Training and Development (CODN) & British Council Poland, , .

Moate, J. M. (2011). The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333-346.

Ruiz de Zarobe, Y. (2008). CLIL and foreign language learning: A longitudinal study in the Basque Country. International CLIL Research Journal, 1(1), 60-73.

Westhoff, G. (2004). The art of playing a pinball machine. Characteristics of effective SLA-tasks. Babylonia, 12(3), 58-62.

Woodfield, J. & Neofitou, A. (2006). Immersion Project Research Findings. , , .