CONTENT AND LANGUAGE INTEGRATED LEARNING THROUGH WALL DISPLAY

Because of the constant growth of bilingual schools, teachers have to manage and implement different didactic methodologies to ensure the learning and motivation of students. One of the increasing methods is content and language integrated learning (CLIL). Legislative referents do also include CLIL implementation in bilingual schools (D.O.C.M. 2018, 27). Apart from learning facilitation, CLIL represents an excellent stimulus for students. Hence, as the null hypothesis, this study aims at motivating students through displaying. The learning theory underlying the implemented program has its fundament on ausbelian’s meaningful learning theory. Research design is quasi-experimental, and 43 Spanish bilingual primary students form the sample size. Materials are curricular and manipulative, and data collection materializes through questionnaires. Yet findings after intervention show that CLIL-based wall display somewhat increases motivation. Hence, instructional resources used to teach content in English should differ from those used to implement curricular content in Spanish. Keywords: bilingualism, primary education, displaying, motivation, meaningful learning.