Nonetheless rather than errors what we observe is a

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straining the suppliance of verbal morphology. Nonetheless, rather than errors what we observe is a high rate of omission of verbal endings, which is more in line with proposals for the lack of knowledge of the language- specifi c rules governing covertly raised verbs (Guasti & Rizzi, 2002; Ionin & Wexler, 2002). Finally, we have concluded that the CLILG performed significantly better than the non-CLILG when affixal inflection was analysed. Thus, our results are in line with previous studies (Genesee, 2006; Hüttner & Rieder- Bünemann, 2007) advocating for the benefits of using the language as the means of instruction rather as just the goal of instruction. It seems that a CLIL programme is also beneficial for our secondary-level learners as their
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172 Part 2: Studies in Content and Language Integrated Learning overall performance regarding affixal inflection is more target like than that of the learners in the non-CLIL programme, even when the CLIL learn- ers had only received two years of content teaching through English. These results, though encouraging, also lead us to further question, on the one hand, the longitudinal benefits that a CLIL programme may have. Will these significant differences be observed in the long-run? Or will the non-CLIL learners eventually catch up? On the other hand, will the sup- pletive/affixal assymetry still be found in the non-native acquisition of a highly inflected language such as Spanish and Basque? These and other questions remain to be addressed in future studies. Acknowledgements This study is part of a larger project carried out under research grants HUM2006-09775-C02-01 (Spanish Ministry of Science and Technology), 9/ UPV.00130-13578/2001 (University of the Basque Country) and IT-202-07 (Basque Government – Department of Education, University and Research). Those grants are hereby gratefully acknowledged. The fi rst author wants to acknowledge a pre-doctoral grant and the second author the research grant CSD2007-00012 (Consolider-Ingenio, 2010), both awarded by the Spanish Ministry of Education. A previous version of this paper was presented at GLOBE 2006: Communicating Across Age Groups: Age, Language and Society in Warsaw, Poland (21–23 September, 2006), at the 6th International Symposium on Bilingualism in Hamburg, ISB6 , Germany (May 30–June 2, 2007) and at EUROSLA 17 (Newcastle-upon-Tyne, 11–14 September, 2007) and we thank the audiences there for useful comments. Thanks also go to Vicente Núñez Antón (Department of Econometrics and Statistics, University of the Basque Country) for the statistical analysis of the data. All errors remain our responsibility. Notes 1. For studies on L3 English morphosyntax of functionally bilingual (Basque- Spanish) learners, see García Mayo et al. , 2005, 2006; Gutierrez Mangado & García Mayo, 2008; Perales Haya, 2004. 2. The measures were the following: the grammar and listening parts of the Oxford Placement Test (Allan, 1992), and five measures used to evaluate the participants’ oral performance in the narration task (pronunciation, vocabu- lary, grammar, fluency and content). The evaluations for the last five measures
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