Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects

The positive effects of Content and Language Integrated Learning (CLIL) on the development students’ foreign language skills may have been overestimated by previous studies, since most studies failed to consider selection preparation appropriately. Therefore, present study used complete survey data from a 2002–2007 cohort investigate English skill N = 385 German CLIL 5,578 non-CLIL grammar school students grade seven (M 12.46, SD 0.53) eight 14.46, 0.53). Firstly, we found significant for performance in primary school, sociodemographic variables, cognitive abilities. Secondly, after propensity score matching, revealed additional second instruction students. When controlling effects, only small non-significant effect occurred measured C-test. We discuss results with regard inconsistent findings.