Resumen

MADRID, Daniel  y  CORRAL ROBLES, Silvia. The Written Competence of Students from Bilingual and Monolingual Programs in Secondary Education. RMIE [online]. 2018, vol.23, n.76, pp.179-202. ISSN 1405-6666.

This study focuses on the written production of three groups of CLIL (Content and Language Integrated Learning) students in the fourth year of secondary school (sixteen-year-olds), compared with the written production of three groups of EFL (English as a Foreign Language) students. All of the groups are from the same city and are enrolled in the same academic level. The CLIL groups have followed Andalusia’s bilingual program of Integrated Learning of Content and Foreign Languages (AICLE), while the EFL students have taken their secondary school subjects in their native language (Spanish) and have studied English as a separate subject in the curriculum. The results show that the average evaluation of the CLIL students’ written production in English is more than three points higher (on a scale from zero to ten) than the EFL students’ average score. In addition, the EFL students turn more to their native language to handle their lack of competence in English, and are more affected than the CLIL students by interference from their native language.

Palabras llave : bilingual education; native language; second language; teaching English; writing.

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