The effects of CLIL on content knowledge in monolingual contexts Hughes, Stephen Pearse Madrid Fernández, Daniel Content and language integrated learning (CLIL) language learning science primary education secondary education The adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming. This study, which forms part of the wider MON-CLIL investigation into CLIL instruction in monolingual areas of Spain, aims to contribute to the developing body of knowledge by comparing academic performance in science in primary education and natural science in compulsory secondary education. In addition to comparing school results for a sample of 93 public, charter (semi-private) and private primary students and 139 public and charter secondary students (total = 232), this study also involved a stepwise discriminant analysis with other potential intervening variables in order to determine the extent to which differences might be due to instruction type or to other factors. Significant differences were detected between certain school types in favour of non-CLIL groups in primary education, while differences also existed between public secondary groups in favour of CLIL. These findings seem to indicate that CLIL instruction had no detrimental effects on the science learning of the secondary learners participating in the study. 2026-02-16T09:50:39Z 2026-02-16T09:50:39Z 2020 journal article Hughes, S. P., & Madrid, D. (2020). The effects of CLIL on content knowledge in monolingual contexts. The Language Learning Journal, 48(1), 48–59. https://doi.org/10.1080/09571736.2019.1671483 https://hdl.handle.net/10481/111023 https://doi.org/10.1080/09571736.2019.1671483 eng embargoed access Taylor & Francis