Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs

This study presents productive L2 French grammar data obtained at the end of grade 1 from 186 elementary school children learning in bilingual (CLIL) or regular programs Germany. The completed a picture description task to assess their oral skills and two standardized cognitive tests on nonverbal intelligence sustained attention. results did not indicate any significant effects child-internal variables (in this case gender, language background educational background). However, program unexpectedly outperformed peers program. Classroom observations information provided by teachers suggest that finding may, least part, be due fact there were only minor differences between terms exposure time teaching methodology.