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English medium instruction: Comparing teacher beliefs in secondary and tertiary education

100%
Briggs J. G., Dearden J., Macaro E.
Studies in Second Language Learning and Teaching
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2018
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vol. 8
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issue 3
673-696
EN
Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
2
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Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs

88%
Basterrechea M., Gallardo-del-Puerto F.
Studies in Second Language Learning and Teaching
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2020
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vol. 10
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issue 3
423-447
EN
A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
3
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State of the Content and Language Integrated Learning (CLIL) implementation in vocational schools across Europe

63%
Gozdawa-Gołębiowski R., Nawrot-Lis B., Opacki M., Skoczylas K.
Edukacja Ustawiczna Dorosłych
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2019
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issue 3
169-189
EN
The following article collects information on current experience and state of the art of CLIL methodology in vocational schools across selected countries of the European Union, namely Poland, Austria, Romania, and Spain. Relevant issues, both general and country-specific, are outlined. The analysis suggests that CLIL is the natural ally of vocationally-oriented education, therefore all attempts to introduce CLIL into vocational schools’ classrooms should be valued.
PL
Artykuł prezentuje informacje na temat aktualnego stanu wiedzy o metodologii CLIL oraz poziomu jej wdrożenia w szkołach zawodowych w wybranych krajach Unii Europejskiej, a mianowicie w Polsce, Austrii, Rumunii i Hiszpanii. Przedstawiono istotne kwestie zarówno ogólne, jak i specyficzne dla danego kraju. Przedstawiona analiza sugeruje, że CLIL jest naturalnym sprzymierzeńcem edukacji zorientowanej zawodowo, dlatego wszelkie próby wprowadzenia CLIL do sal lekcyjnych szkół zawodowych powinny być trakowwane przez decydentów priorytetowo.
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