Students’ extramural digital practices and CLIL language learning in minorised language settings.

Abstract

Content and Language Integrated Learning (CLIL) has demonstrated strong potential for supporting learners’ language development. Moreover, research indicates that both language and content learning in CLIL can also be enhanced beyond the classroom through the use of digital tools. However, learners in bilingual or minorised language contexts may face challenges due to limited options to digital tools in their minorised languages, compared to more dominant ones. This study explores how CLIL learners in minorised language contexts use digital tools to develop their CLIL languages, and compares their practices with CLIL learners of majority languages across Europe. Drawing on data from the CLILNetLE Cost Action (CA21114), the study focuses on participants from Ireland (n = 124) and Catalonia (n = 149), two bilingual regions with minorised languages (Irish-English; Catalan-Spanish), along with foreign languages such as English. Results showed that students frequently engaged in digital extramural activities in their CLIL languages (Irish in Ireland; English in Catalonia). Irish students valued digital academic tools and resources for CLIL language development more than the European and Catalan students, who prioritised social activities. This study highlights the critical role of digital tools in supporting minorised language learners in CLIL contexts to foster equitable access and engagement in such learning environments.