Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.

中文翻译：

---

CLIL 的影响和个体差异的来源对小学开始时接受和产生 EFL 技能的影响

关于 CLIL 在小学开始时实施的研究是有限的，并且在很大程度上忽视了其他个体差异来源的作用。本研究调查了 CLIL 方法对英语学习的影响，以及校外通过媒体和其他个体差异来源接触语言的影响，在加泰罗尼亚（西班牙）的一年级学生样本中使用纵向设计。来自 14 所不同学校的参与者 (N = 176) 在 1 年级开始和结束时完成了一组测试，评估了接受性和生产性英语技能。结果显示，一年级开始时的能力是年末能力的最佳预测指标，CLIL 与采用该方法的学生的额外优势无关。此外，