The phonetic-phonological reinforcement of Spanish-L2 in students with Learning Disorders through CLIL methodology

This paper outlines the results of research in which we have analysed the advantages of CLIL3 methodology for people with dyslexia and learning disorders who learn languages. The participants were divided into an experimental group of students who have dyslexia and other learning disorders and a control group who have not. Analysis of the phonetic-phonological level and the investigated morphological and syntactic patterns revealed that participants of both groups use more and better the foreign language because they focus their attention on the contents of the non-linguistic subject. After showing the efficacy of the methodology over a month, we have tried to understand if the students keep the improvement in the phonetic-phonological area after a year. Parts of (semi)spontaneous speech have been analysed, students were asked to recount what they remembered about the contents learnt the previous year. In conclusion, we have underlined the improvement achieved by all the experimental groups by comparing the results.