摘要：Multilingualism has been largely promoted by the European Union through the implementation of a widespread educational approach. An approach that is known as Content and Language Integrated Learning (CLIL). Research on writing development in content and language integrated learning settings is still inconclusive. Thus, the study focuses on the research conducted in order to investigate the development of students’ written competence in CLIL and non-CLIL (English as a foreign language) programmes scrutinizing the linguistic, discourse, strategic and sociolinguistic competence. The results of the analysis of the English written competence of 112 fourth year CLIL and non-CLIL secondary education students reveal that in relation to the linguistic competence, the Non-CLIL group resort to their L1 prior knowledge more frequently than the CLIL group. As regards the strategic competence, the ‘literal translation’ strategy was the most recurrent strategy in the case of the Non-CLIL group. Regarding the discourse competence, CLIL group significantly outperformed their peers in written accuracy. Moreover, both groups presented a similar number of deviations regarding cohesion and coherence. Thus, this paper aims at describing the pedagogical implications derived from the abovementioned results in order to support writing development in secondary school and therefore, CLIL and Non-CLIL practice. These pedagogical implications will help CLIL teachers raise learners’ language awareness improving this way their written performance.
