Summary

The following describes the linguistic competence attained by two groups of bilingual students: a group enrolled in a traditional English as a Foreign language (EFL) programme and a group enrolled in a content-based programme. This study analyses the longitudinal progression of these two groups in Secondary Education and Baccalaureate.

The longitudinal evaluation of the results shows that the students enrolled on the CLIL programme outperform the students on the EFL programme, and this advantage increases with grade, confirming the effectiveness of the CLIL approach on linguistic outcomes. These results serve as evidence that CLIL can be an efficient approach to enhance proficiency in the foreign language.

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