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The study examines the performance of non-bilingual young learners in a verbal task involving executive attention. Τhe forty-eight participants were Greek monolingual students, attending Grade 6 in a partial immersion primary school that implements Content and Language Integrated Learning (CLIL). They were divided into two groups according to degree of CLIL exposure, but all followed the same intensive EFL programme. The experimental group (CLIL+) had a four-year CLIL exposure while the controldoi:10.26262/istal.v23i0.7341 fatcat:lgmsflndkfazvjx7puo4mmqmfu