Marta Aguilar

Polytechnic University of Catalonia, Barcino, Catalonia, Spain

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Publications (2)0.81 Total impact

  • Marta Aguilar, Carmen Muñoz
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    ABSTRACT: This paper reports on a follow‐up study of a Content and Language Integrated Learning (CLIL) pilot experience with bilingual postgraduate engineering students at a Spanish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in English for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. Paired‐sampled t‐tests showed the difference between the mean scores in the pre‐and post‐listening test was significant but it was not for the pre‐and post grammar tests. When students were distributed into three groups on the basis of their pre‐test scores, a repeated measures ANOVA showed that less proficient students obtained higher gains in listening and grammar skills than more proficient students. Este artículo presenta los resultados de un estudio de seguimiento de una experiencia piloto de AICLE con estudiantes bilingües de ingeniería (postgrado) en una universidad española. El objetivo del estudio era examinar las mejoras en las destrezas auditivas y gramaticales después que los estudiantes hubieran cursado un curso AICLE en inglés durante un semestre; en particular, se trataba de examinar si las destrezas auditivas y gramaticales cambiaban de forma similar y si el nivel de competencia lingüística era un factor importante. Los t‐tests de muestras pareadas mostraron diferencia entre los valores medios de la comprensión auditiva en el pre‐test y el post‐test pero no en los valores de la destreza gramatical. Cuando se distribuyeron los estudiantes en tres grupos según sus resultados en el pre‐test, la ANOVA de medidas repetidas mostró que los estudiantes con dominio más bajo mejoraban más que los que tenían un dominio superior tanto en las destrezas auditivas como en las gramaticales.
    International Journal of Applied Linguistics 02/2013;
  • Marta Aguilar, Rosa Rodríguez
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    ABSTRACT: This study reports on a pilot implementation of Content and Language Integrated Learning (CLIL) at a Spanish university. In order to find out how both lecturers and students perceived their experience, several interviews and meetings took place with lecturers, and an open-ended questionnaire was passed to students. The meetings and interviews with lecturers yielded important information about their satisfaction. It was found out that lecturers were mostly interested in practising and improving their English spoken fluency, they did not feel that the quality of their teaching had been sacrificed, they had not included any question on language learning in their assessment and they showed great reluctance to receiving any CLIL methodological training. As to students' reactions, analysis of their questionnaires revealed that most of them found the experience positive. Their self-reported perceived gains unanimously point to the specialised vocabulary they have learnt and, in the second place, to an improvement of their listening and speaking skills. The most outstanding negative aspect they found is lecturers’ insufficient level of English. CLIL training specially adapted to university teachers is necessary so that lecturers can overcome their reluctance to a methodological training and thereby the potential of CLIL is realised.
    International Journal of Bilingual Education and Bilingualism 03/2012; 15(2):183-197. · 0.81 Impact Factor