Search results

1

Exploring the Use of L1 in CLIL

100%

Papaja K.

Glottodidactica

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2007

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vol. 33

129-135

PL

There have always been contradicting views about whether to use the mother tongue in the foreign language classroom. The issue this paper is going to examine in more detail is the use as well as the purpose of the Polish language used in selected Content and Language Integrated Learning classrooms.

2

Intelligibility within a Modified CLIL Framework

84%

Nikolić D.

Glottodidactica

|

2017

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vol. 44

|

issue 1

119-130

PL

The paper provides a brief summary of what CLIL is and why it is regarded as a mainstreampedagogical approach today. The paper’s aim is to state the significance of language withinZydatiß’ modified version of 4Cs framework of CLIL and to recommend the re-modified 4Csframework of CLIL. The paper further stresses the importance of pronunciation for communicationfocusing on intelligibility as a necessary linguistic category arguing that intelligibility should become an essential part of communication within CLIL. The paper also lists the important implications for the further proceedings in this direction.

3

NIHIL NOVI – CONTENT AND LANGUAGE INTEGRATED LEARNING IN ENGLAND AND THE ENGLISH BY WŁADYSŁAW KOSPOTH-PAWŁOWSKI

82%

Łagun J., Kiński C.

Neofilolog

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2018

|

issue 50/1

159-169

EN

The article presents the language coursebook entitled England and the English by Władysław Kospoth-Pawłowski, published in Poland in 1930. Written a long time before the emergence and development of Content and Language Integrated Learning, the book may be perceived as original, innovative and ahead of its times in terms of the methodology applied. Several references to subsequent educational theories are made to emphasize the originality and the unique, modern nature of the book.

4

Sport as a Didactic Medium in CLIL Lessons

82%

Polok K.

Prace Językoznawcze

|

2014

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issue 16/2

63-79

PL

Składający się z trzech części artykuł analizuje jedną z bardzo popularnych obecnie na świecie opcji nauczania języka obcego, zwaną CLIL, opartą na wykorzystaniu języka obcego do nauki innych, niekoniecznie związanych bezpośrednio z nauczaniem języka docelowego, treści informacyjnych. Tytuł artykułu Sport jako środek dydaktyczny wykorzystywany podczas lekcji opartych na technikach CLIL w miarę wyraźnie wskazuje wachlarz zagadnień oraz tematykę, w ramach których obraca się zawartość artykułu. Pojęcie „technika CLIL” oznacza wykorzystanie języka obcego do ekwiwalentnego nauczania zarówno treści przedmiotowych, jak i treści językowych podczas lekcji szkolnej. W artykule zawarto więc nie tylko opis tzw. filozofii CLIL, czyli zakres wiedzy teoretycznej dotyczącej sposobów pracy z uczniem z wykorzystaniem przez nauczyciela przedmiotu języka obcego ucznia, ale także analizę takiego postępowania w oparciu o zajęcia wychowania fizycznego. Fakt, iż treści artykułu skupiają się właśnie na sporcie, nie jest tutaj bez znaczenia, ponieważ to właśnie sport, dzięki swoim inherentnym właściwościom, powoduje, iż uczniowie zaczynają zwracać większą uwagę na wykonywane przez siebie czynności, co z kolei powoduje wyraźne w miarę rozluźnienie się filtra afektywnego, a więc szersze pojawienie się możliwości podświadomej akwizycji (w odróżnieniu od świadomej nauki) języka docelowego przez uczniów. Podstawowym założeniem lekcji językowej jest (i pozostanie) nauka komunikacji, rozumianej przede wszystkim jako umiejętność produkcji informacji; jest to nie tylko umiejętność uniwersalna (bez względu na język). Lecz także umiejętność, której można się nauczyć głównie za pomocą organizacji sposobów zaproponowania uczniom atrakcyjnego kontaktu z ściśle określonym, wzbudzającym ich zainteresowanie, rodzajem wiadomości. Rozmowy o sporcie z pewnością do takich rodzajów wymiany informacji należą.

5

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

77%

Banegas D. L.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 1

111-136

EN

In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.

6

Understanding CLIL as an innovation

77%

Kelly R.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

153-171

EN

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

7

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

77%

Banegas D. L.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 1

111-136

EN

In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.

8

CLIL and non-CLIL students' beliefs about language

77%

Sylven L. K.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 2

251-272

EN

This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.

9

CLIL and non-CLIL students’ beliefs about language

77%

Sylvén L. K.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 2

251-272

EN

This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.

10

CLIL’s Role in Facilitating Intercultural Learning

77%

Romanowski P.

Applied Linguistics Papers

|

2018

|

issue 25/2

71-87

EN

Alongside the globalisation phenomenon, many European countries have already situated their educational practice in existing multilingual contexts. The multilingualism policies of the European Union provided an ideal backdrop to the development of integrative approaches such as Content and Language Integrated Learning (CLIL) and, as a result, the term CLIL was coined in 1996 through sustained interest and pedagogical activity in the field of bilingual education across Europe. CLIL environments can also facilitate the promotion of intercultural communicative competence as described in the Common European Framework of Reference for Languages. In addition, as culture seems to be one of the five dimensions of CLIL provision, it is essential to discuss and consider the incorporation of an intercultural perspective in CLIL. The integrative nature of CLIL gives an opportunity for a simultaneous combination of foreign language learning, content subject learning and intercultural learning

11

Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL

77%

Cinganotto L., Cuccurullo D.

Lublin Studies in Modern Languages and Literature

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2019

|

vol. 43

|

issue 3

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

EN

The paper focuses on the concept of literacy in the 21st century, which takes the shape of “pluriliteracies” in order the meet the challenges of the knowledge society. A project promoted by the European Centre of Modern Languages in Graz titled “Pluriliteracies Teaching for Learning” will be mentioned and described, referring to the conceptual framework aimed at deeper learning by interpreting and revisiting CLIL (Content and Language Integrated Learning) methodology.

FR

L'article contient uniquement les résumés en anglais.

12

Understanding CLIL as an innovation

77%

Kiely R.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 1

153-171

EN

Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy position which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.

13

Assessing FL pronunciation in a semi-immersion setting: The effects of CLIL instruction on Spanish-Catalan learners’ perceived comprehensibility and accentedness

77%

Rallo Fabra L., Juan-Garau M.

Poznań Studies in Contemporary Linguistics

|

2011

|

vol. 47

96

EN

This paper reports research in progress on the effect of content-based learning on speech production by Catalan-Spanish learners of English as a foreign language (FL). The data presented here are part of a longitudinal study which explores the short- and mid-term effects of CLIL (Content and Language Integrated Learning), a semi-immersion programme that consists in teaching one or two subjects of the school curriculum entirely in a FL. More specifically, we intended to find out whether there was evidence of gains in intelligibility and foreign accent after one year of CLIL instruction. Two groups of learners varying in amount and nature of formal FL instruction and a control group of native English peers were recorded performing a controlled speaking task at two data collection times separated by one-year interval. The speech samples were assessed by four expert native English judges in terms of degree of comprehensibility and foreign accent. As expected, the read speech samples by the CLIL learners were judged to be more intelligible and less accented than the samples by their peers in conventional formal instruction (FI), but both groups differed significantly from the native English group. No significant short-term improvement in either intelligibility or foreign accent was found after one year of CLIL instruction, suggesting that gains in learners’ pronun-ciation in a content-based learning context are more likely to appear in the mid or long run.

14

The interface between task-modality and the use of previously known languages in young CLIL English learners

77%

Martínez-Adrián M., Arratibel-Irazusta I.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

|

issue 3

473-500

EN

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.

15

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

77%

Banegas D. L., Poole P. M., Corrales K. A.

Studies in Second Language Learning and Teaching

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2020

|

vol. 10

|

issue 2

283-305

EN

Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

16

Is content and language integrated learning congruent with plurilingualism?

77%

Catroux M.

Annales Neophilologiarum

|

2012

|

issue 6

151-162

EN

CLIL, or Content and Language Integrated Learning refers to educational situa-tions where a language other than the learners’ mother tongue is used to teach content subjects. Despite the fact that recent research has shown a positive impact of CLIL methodology on the content subject and language competence of the learners, the strongest criticism of this teaching approach is directed to the fact that it strengthens the global hegemony of English. While, in theory, any second or foreign language can be chosen as the CLIL teaching language, in actual learning environments, English strongly dominates the scene. This paper looks into the apparent conflict existing between the development of plurilingualism and the implementation of CLIL. It considers whether CLIL approaches are congruent with linguistic pluralism and can hinder the goal of preserving an effective multilingual practice alongside the dominant lingua franca.

PL

CLIL, czyli Zintegrowane Nauczanie Tematyczne i Językowe (z ang. Content and Language Integrated Learning) odnosi się do sytuacji, w których język inny niż język ojczysty uczniów wykorzystywany jest do nauczania treści przedmiotów takich, jak np. geografia, fizyka, itd. Chociaż ostatnie badania wykazały pozytywny wpływ CLIL na nauczanie treści przedmiotowych oraz kompetencje językowe uczniów, najostrzejsza krytyka tego podejścia do nauczania spowodowana jest faktem, że wzmacnia on glo-balną hegemonię języka angielskiego. Teoretycznie, dowolny język obcy może być użyty w CLIL, jednakże w rzeczywistości pozycja języka angielskiego staje się dominująca. Poniższy artykuł opisuje widoczny konflikt pomiędzy rozwijaniem pluralingualizmu i stosowaniem CLIL. Artykuł próbuje rozstrzygnąć czy CLIL jest zbieżny z zasadą plurilingualizmu i czy nie przeszkadza we wprowadzaniu efektywnego nauczania wielojęzykowego w kontekście dominacji języka angielskiego.

17

Teaching the Nation: Literature and History in Teaching English

77%

Colăcel O.

Messages, Sages and Ages

|

2016

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vol. 3

|

issue 2

43-53

EN

Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

18

Content and Language Integrated Learning – functional safety study programme in English

77%

Raczkiewicz J., Golacki K.

Scientific Journal of the Military University of Land Forces

|

2018

|

vol. 50

|

issue 2(188)

121-130

EN

Safety engineering has become a challenging and rewarding career field in the present day age of rapid technological and scientific advances. But how to raise student’s awareness regarding the legal and regulatory requirements introduced by safety organizations and government agencies? The aim of this paper is to show how successful cooperation between professionals in the field of safety engineering, especially functional safety and experienced university language teachers can boost student motivation and inspire them to face the social and industrial needs of changing business environments. We will try to prove that a tailor-made course provides students with efficient information about the subject, source material and vocabulary from the field of safety engineering. It will also enable students to use knowledge to respond to hazards and accidents. It will teach them to take independent decisions in emergency situations and prepare them to feel comfortable in the global business.

19

Research in Progress: CLIL Teachers’ Identity Construction and Negotiation

77%

Hu H.

The New Educational Review

|

2023

|

vol. 72

244-252

EN

This brief report presents preliminary findings of a qualitative investigation into five Content and Language Integrated Learning (CLIL) academics’ professional attributes and identities in China. The findings revealed that the participants possessed diverse types of capital essential to CLIL, including human, social, psychological, cultural, identity, and agentic capital, though with mixed controls. The temporality of personal experiences and the social networks surrounding the participants were deemed influential in shaping and negotiating their professional identities. The study concluded with implications for institutional administrators and leaders, who should consider teachers’ development needs, especially their learning, social and psychological needs, to create an academically supportive, emotionally engaging and socially collaborative organisational climate.

20

A Strong Call for Content: reflecting on Austria´s Needs in CLIL Vocational Schools

69%

Wogerer W.

Edukacja Ustawiczna Dorosłych

|

2020

|

issue 1

41-47

EN

Austria has quite an experience in vocational CLIL. It has been implemented on a compulsory level, and now it is a method of teaching in about one hundred Austrian schools and this number is rising. In the last few years about three hundred Austrian vocational teachers have successfully completed a CLIL course at Pädagogische Hochschule Wien. The project “CLIL-VET – Implementing the CLIL-VET model in vocational schools” with partners from Poland, Romania and Spain offered a possibility to take a step back and view CLIL in Austria through another perspective. Especially the differences in vocational teaching and language proficiencies of teachers and students in other countries gave us a chance to explore the needs of Austrian vocational CLIL. This paper is a strong call for content in vocational CLIL. The need for improvement roots in different factors, some of which are the language proficiencies of vocational CLIL teachers and students and the CLIL subject’s content. This paper describes two methods of pushing

PL

Austria posiada znaczące doświadczenie w kształceniu metodą CLIL w szkołach zawodowch. Metodyka ta została wdrożona jako obowiązkowa i jest wykorzystywana w około stu szkołach austriackich, a liczba ta nadal rośnie. W ciągu ostatnich kilku lat około trzystu nauczycieli zawodu w Austrii z powodzeniem ukończyło kurs CLIL w Pädagogische Hochschule Wien. Projekt „CLIL-VET – Wdrożenie modelu CLIL-VET w szkołach zawodowych” realizowany z partnerami z Polski, Rumunii i Hiszpanii umożliwił spojrzenie na CLIL w Austrii z zupełnie innej perspektywy. Zaobserwowane różnice w szkolnictwie zawodowym oraz biegłości językowej nauczycieli i studentów z innych krajów umożliwiły redefinicję potrzeb austriackiego kształcenia zawodowego i dotychczasowej roli CLIL w tym kontekście. Artykuł ten jest silnym wezwaniem do rzetelnej analizy założeń metodycznych CLIL oraz uwydatnienia nauczanych tą metodą treści zawodowych. Konieczność ta spowodowana jest różnymi czynnikami, m.in. umiejętnościami językowymi nauczycieli zawodu i ich uczniów oraz jakością opracowania treści przedmiotowych. W artykule opisano dwie metody, które ułatwiają przygotowanie lekcji według wymagań metodyki CLIL; obie wykorzystują model translanguaging.

Refine search results

Exploring the Use of L1 in CLIL

Intelligibility within a Modified CLIL Framework

NIHIL NOVI – CONTENT AND LANGUAGE INTEGRATED LEARNING IN ENGLAND AND THE ENGLISH BY WŁADYSŁAW KOSPOTH-PAWŁOWSKI

Sport as a Didactic Medium in CLIL Lessons

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

Understanding CLIL as an innovation

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

CLIL and non-CLIL students' beliefs about language

CLIL and non-CLIL students’ beliefs about language

CLIL’s Role in Facilitating Intercultural Learning

Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL

Understanding CLIL as an innovation

Assessing FL pronunciation in a semi-immersion setting: The effects of CLIL instruction on Spanish-Catalan learners’ perceived comprehensibility and accentedness

The interface between task-modality and the use of previously known languages in young CLIL English learners

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

Is content and language integrated learning congruent with plurilingualism?

Teaching the Nation: Literature and History in Teaching English

Content and Language Integrated Learning – functional safety study programme in English

Research in Progress: CLIL Teachers’ Identity Construction and Negotiation

A Strong Call for Content: reflecting on Austria´s Needs in CLIL Vocational Schools