Search results for "CLIL"
showing 10 items of 113 documents
Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges
2012
The present study investigates differentiation in Content and Language Integrated Learning (CLIL) in Finland. Specifically, this combination of a qualitative case study and quantitative survey examines (1) primary teachers’ perceptions of differentiation, (2) the differentiation methods specific to CLIL education the teachers use and (3) the challenges of differentiation they identify. The qualitative phase was conducted in a school which offers CLIL education also to pupils with special needs following the principles of inclusive education. The results revealed that the teachers (n = 51) perceived differentiation in somewhat different ways. In general, the teachers differentiated their CLI…
“You Can Stand Under My Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013)
2014
Classrooms the world over are full of people who, for different reasons, are learning additional languages and/or are studying through languages that are not their first. Gaining insight into such contexts is complicated for researchers and practitioners alike by the myriad of contextual variables that come with different implementations and make comparison and generalization a tricky business. We welcome Cenoz et al.’s (2013) article as an important contribution to the debate on how best to tackle this problem. In this Forum piece we would like to, however, redress the balance on two issues: the fact that terminologies have histories and the emphases on the research agenda suggested for fu…
Explaining Hooke’s Law : Definitional Practices in a CLIL Physics Classroom
2016
This article examines how a teacher in a Content-and-Language-Integrated-Learning (CLIL) program engages in various definitional practices during a plenary episode in a physics class taught in English in Finland. The episode focuses on explaining Hooke’s law, which involves defining its key concepts and their relations as instructable matters. Using multimodal conversation analysis, the article shows how the teacher accomplishes definitions and definition-related actions through talk and a range of embodied and material resources. The different configurations of resources are coordinated to elucidate the key concepts, to contextualize them in relation to the larger activity, and to situate …
Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning
2015
This paper is concerned with content and language integrated learning (CLIL), i.e. classrooms where a foreign or second language (L2) is used as the means of instruction and where content and language learning objectives merge. More specifically, it explores the potential of hands-on tasks in CLIL chemistry and physics lessons to serve as sites for using and learning subject-specific language, conceptualised as both special concepts and terminology as well as subject-specific ways of constructing meaning. Using discourse analysis, attention was directed to hands-on tasks as well as pre-task and post-task phases. The findings indicate that despite the evident content orientation in the tasks…
Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction
2018
This article explores the temporal nature of language learning in classroom settings through the lens of Conversation Analysis (CA) by drawing on video‐recorded interactions from Content and Language Integrated (CLIL) classrooms. It outlines some methodological challenges that the task of documenting language learning in and as observable social interaction poses for CA studies of second language (L2) learning and proposes that learning has typically been described as either a situated activity (in cross‐sectional studies) or a series of intermediate achievements (in longitudinal studies). The empirical analysis focuses on interactional instances in which students observably invoke and desc…
A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels
2020
Physical Education is often selected for applying multilingual initiatives through the use of a content and language integrated learning (CLIL) approach. However, it is still unclear whether the introduction of such an approach might entail losing the essence of physical education and distorting its basic purposes. The aim of this study is to analyze the impact of CLIL on physical education lessons. Given the purpose of this study, a mixed methodological approach based on a sequential exploratory design divided into two different phases is used. We begin with initial qualitative data collection (phase I), consisting of the analysis of interviews with 12 participants (8 teachers and 4 studen…
Integrēto angļu valodas un mājturības stundu plānu izstrāde 1.klasei
2017
Diplomdarba pētījums tika veikts, lai izpētītu, kā veidot satura un valodas integrētas apguves Mājturības tehnoloģiju un angļu valodas mācību stundu plānus. Teorētiskais pamatojums mācību satura un valodas apguvei tika izpētīts un mācību stundu plāni tika izveidoti. Aptaujas priekš skolotājiem, kuri ir pieredzējuši veidojot CLIL stundu plānus tika apjautāti. CLIL stundu plāni Mājturību Tehnoloģijas un Angļu valodas apguvei tika izveidoti un pētīti pēc skolēnu aizpildītajām aptaujām. Skolēnu viedoklis tika ņemts vērā ar mērķi uzlabot izveidotos stundu plānus. Veidojot satura un valodas integrētus mācību stundu plānus, sasniedzamie rezultāti un Koila 3A mācību palīglīdzeklim vajadzētu būt iek…
Angļu valodas vārdu krājuma attīstīšanas veidi tehnikuma ēdināšanas pakalpojumu specialitātes audzēkņu apmācībā
2019
Dotā zinātniskā pētījuma temats ir izpētīt dažādus angļu valodas vārdu krājuma attīstīšanas veidus tehnikuma ēdināšanas pakalpojumu specialitātes audzēkņu apmācībā. Viena no problēmām apgūstot profesionālo vārdu krājumu ir, ka nav pietiekošu mācību materiālu, kas palīdzētu audzēkņiem uzlabot to un mūsdienu skolēniem vairs nepatīk tradicionālā mācīšanās no grāmatām, kā tas bija agrāk. Bez tam, neviens mācību līdzeklis nepievērš uzmanību skolēnu mācīšanās stiliem, kas ietekmē viņu mācīšanās rezultātus. Pamatojoties uz teorētiskās literatūras izpēti par angļu valodas mācīšanu īpašiem nolūkiem, vārdu krājuma attīstīšanu vispārīgajā un profesionālajā angļu valodā un dažādiem mācīšanās stiliem, t…
Latviešu valodas kā otrās valodas apguves veicināšana 4-5 gadīgiem bērniem pirmsskolā
2020
Izglītības pārmaiņu procesā latviešu valoda kā otrā valoda mazākumtautību pirmsskolā ir kļuvusi ne tikai par mācību priekšmetu, bet arī par mācību līdzekli, tādēļ viena no efektīvākajām metodēm otras valodas apguvē kļūst CLIL metode – mācību satura un valodas integrētā apguve. Pētījuma mērķis ir izpētīt latviešu kā otrās valodas apguves iespējas CLIL balstītā pieejā pirmsskolā.
Implementation of CLIL in Castilla-La Mancha (Spain) and teacher training
2009
This article is the result of the first stage of ongoing research in schools in the region of Castilla La-Mancha, a non bilingual region located in the centre of Spain, in order to ascertain the extent to which CLIL has been established as part of the general curriculum. We analysed schools of primary and secondary education in Cuenca, one of the region?s provinces, and contacted the teachers responsible for the ?Secciones Europeas? programme in a number of state primary schools and secondary education centres of the other four provinces which make up the region (Albacete, Ciudad Real, Guadalajara and Toledo). Through contact with the regional Department of Education responsible for the pro…