Search results for "Content and Language Integrated Learning"
showing 10 items of 56 documents
Teachers' beliefs about learning and language as reflected in their views of teaching materials for Content and Language Integrated Learning (CLIL)
2014
Enseñando música en inglés: un modelo de enseñanza basada en contenidos en educación secundaria obligatoria
2018
Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of …
Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom
2018
A large part of the literature on translanguaging as a pedagogical theory has explored how an inclusive multilingual pedagogy can support students from diverse linguistic and cultural backgrounds to actively participate in the classroom. While much of this literature approaches classroom translanguaging as an instructional strategy designed to promote multilingual interactional practices, we analyse how multilingual practices can also take place as subversive language play in an educational context that is driven by a monolingual norm. Our data are video-recorded lessons from secondary-level Content and Language Integrated Learning (CLIL) classrooms in Finland in which students whose L1 is …
Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis
2019
The educational approach known as Content and Language Integrated Learning (CLIL), in which content is taught partly through a foreign language, has gained great popularity in Europe in the past few decades. In Finland, CLIL has been in use since 1991 and, despite some fluctuations in its popularity, has gained a relatively stable place in the Finnish education system. CLIL has been extensively studied, but previous CLIL research has mostly focused on pupils currently enrolled in CLIL. This study takes a novel perspective by investigating CLIL retrospectively, through the eyes of former pupils. The data used are in-depth interviews with 24 former pupils who attended a CLIL class in Finland …
Reconceptualising the Role of Talk in CLIL
2011
This theoretical paper offers a reconceptualisation of talk in CLIL based on sociocultural and dialogic theories of education. Building on these educational theories and the experiences of an on-going CLIL project, this paper presents a pedagogical model for the navigation of the ‘talkscape’ of the CLIL classroom. This model comprises a total of seven talk-types: organisational, social, critical, expert, exploratory, meta and pedagogic. In addition to these talk-types, the paper introduces the notion of a ‘transitional dynamic’. This notion aims to capture the transition from first language to foreign language use in CLIL both within the context of individual courses and across a broader CL…
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context
2017
Abstract This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.
CLIL tuli taloon. Koulunäytelmä kuudessa näytöksessä: kehittämishankkeesta koulun toimintakulttuuriksi
2011
Artikkelin kirjoittaja Tuija Rasinen työskentelee tällä hetkellä palvelukehityspäällikkönä Jyväskylän kaupungin innovaatiopalveluissa. Rasinen työskenteli aiemmin luokanopettajana CLIL-opetusta toteuttavassa perusopetuksen koulussa Jyväskylässä ja on tehnyt kasvatustieteenalan väitöskirjan vieraskielisestä perusopetuksesta. Tämä artikkeli käsittelee kyseisen koulun CLIL-opetuksen 20-vuotista kehityskaarta pienimuotoisesta opetuskokeilusta koko koulun toimintakulttuuriksi. Artikkeli on kirjoitettu näytelmän muotoon. nonPeerReviewed
Mācību satura un valodas integrētas apguves pieejas izmantošana mācību priekšmetā "Politika un tiesībās" 12.klases skolēnu angļu valodas leksikas kom…
2022
Šajā diplomdarbā tika pētīta mācību satura un valodas integrētas mācīšanās (CLIL) ietekme uz 12.klases skolēnu angļu valodas leksikas kompetences attīstību mācību priekšmetā “Politika un tiesības”. Autore uzskata, ka CLIL ir jābūt jaunās Latvijas izglītības pieejas būtiskai sastāvdaļai, jo tā nodrošina integrētāku un jēgpilnāku mācīšanos. Gadījuma izpēte tika izvēlēta kā pētniecības metode, un izpētes grupu veidoja 25 12.klases skolēni. Dati, kas tika iegūti no anketām, pirms-testa, pēc-testa un intervijām ar CLIL skolotājiem, tika analizēti, lai novērtētu CLIL ietekmi un CLIL stundas. Skolēnu angļu valodas leksikas kompetence politikas jautājumos, jo īpaši tās receptīvā (uztveres) dimensij…
Priekšrocības un grūtības CLIL izmantošanā vācu valodas stundās iesācējiem
2017
Pētījumā analizētas CLIL ((Content and Language Integrated Learning) – valodas un satura integrēta mācīšanās) priekšrocības un grūtības svešvalodu stundās iesācējiem. Tas sastāv no ievada un divām daļām – no teorētiskās un no praktiskās daļas. Ievadā formulēts darba mērķis un uzdevumi, izvirzīta pētāmajai problēmai atbilstoša hipotēze, izvēlētas pamatotas pētīšanas metodes. Teorētiskajā daļā aplūkots CLIL jēdziens un tā interpretācijas, būtiskās pazīmes un varianti, analizēti CLIL didaktiski metodiskie pamatprincipi un mācību materiālā bāze, kā arī mācību sasniegumu vertēšana. Praktiskajā daļā, kas veidota kā diplomdarba teorētiskās daļas praktisks pamatojums un apliecinājums, atspoguļota p…
"You've got the color, but you dont't have the shades" : primary education CLIL teachers' identity negotiation within the Finnish context
2018
This dissertation explores how professional identity is experienced by teachers in Content and Language Integrated Learning (CLIL) instruction. In particular, it addresses professional identity in relation to two immediate contexts of teacher activity, i.e. that of the classroom and that of the collegial community. In addition to exploring how these two sides of the professional self give rise to a broader understanding of professional identity, this dissertation also explores aspects of professional agency and the negotiation of emotions in their work. The dissertation is founded on fourteen interviews with Finnish kindergarten and primary education teachers doing CLIL. The data were thema…