Gema Gayete

Within the new multilingual situation found in educational settings, the investigation of attitudes towards multilingualism constitutes a key element (Safont, 2007). However, research on teachers’ beliefs towards multilingual education is scarce (Heyder & Schädlich, 2014; Arocena, Cenoz & Gorter, 2015), whereas the investigation of parents’ beliefs has even received less attention (Griva & Chouvarda, 2012; Safont, 2015).

CLIL programmes have been adopted as the main educational approach in multilingual settings, as is the case of the Valencian Community (Spain). In fact, so as to measure the effectiveness of this approach, considerable research has been conducted comparing the outcomes of CLIL with more traditional non-CLIL contexts (Agustín-Llach 2016; Arribas 2016; Canga-Alonso 2015). However, very little is known about the effect of CLIL on the oral production and comprehension of young language learners whose L3 is English.