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March 14, 2024
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July 28, 2024
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August 21, 2024
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Abstract

This study examines the effectiveness of concept maps in promoting long-term memory among Content and Language Integrated Learning (CLIL) students. It focuses on the accuracy of content transmission and the acquisition of meaningful learning in bilingual education by connecting new and carefully organized information to students' prior knowledge. Thus, the research assesses the use of concept maps as instructional tools in foreign language (L2, or 'second language') settings, addressing a lack of evidence regarding their effectiveness. It also considers how concept mapping affects long-term memory through factors such as perception, processing, cognition, and transfer. The study examines how bilingualism, bilingual education, and curricular content influence instructional design when using concept maps. The study involved 60 Spanish primary education students attending a semi-public bilingual school. The research results aim to contribute to the development of effective teaching strategies and instructional design in CLIL classrooms, ultimately enhancing students' long-term memory and learning outcomes.

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concept maps long-term memory CLIL bilingual education instructional design

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Gómez Ramos, J. L., & Bravo Palomares, S. M. (2024). Concept Maps and Obliteration in Bilinguals. INSTED: Interdisciplinary Studies in Education & Society, 26(1(95), 9–32. https://doi.org/10.34862/tce/2024/08/11/ily-wg
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