1887
  1. Home
  2. e-Journals
  3. Journal of Immersion and Content-Based Language Education
  4. Volume 5, Issue 1
  5. Article
Volume 5, Issue 1
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes

Abstract

This article summarizes the essential theoretical and empirical findings of a large-scale doctoral dissertation study on content and language integrated learning (CLIL) streams at German secondary schools () with up to three content subjects taught in English (Rumlich, 2016) . A theoretical account rooted in teaching English as a foreign language (EFL), language acquisition and educational psychology provides the basis for the development of a comprehensive longitudinal model of general EFL proficiency, which incorporates cognitive, affective-motivational, and further individual variables.

In a second step, the model is used to estimate the effects of CLIL on general EFL proficiency, EFL self-concept and interest over a span of two school years (Year 6 to Year 8). The statistical evaluation of the quasi-experimental data from 1,000 learners finds large initial differences prior to CLIL due to selection, preparation, and class composition effects brought about by the implementation of CLIL within streams. After two years, the analyses found no CLIL-related benefits for general EFL proficiency or interest in EFL classes and solely a minor increase in EFL self-concept that might be attributable to CLIL. The results make a strong claim for comprehensive longitudinal model-based evaluations and the inclusion of selection, preparation, and class composition effects when conducting research on CLIL programmes in similar settings. The findings also suggest that not all language competences and affective-motivational dispositions might benefit from CLIL (the way it is currently taught in Germany) to the same extent.

© No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher.
Loading

Article metrics loading...

/content/journals/10.1075/jicb.5.1.05rum
2017-04-07
2019-10-18

  • From This Site

    /content/journals/10.1075/jicb.5.1.05rum
    dcterms_title,dcterms_subject,pub_keyword
    10
    5
Loading full text...

Full text loading...

References

  1. Behörde für Schule, Jugend und Berufsbildung. Amt für Schule, Hamburg
    (Ed.) (1998) Der Hamburger Schulleistungstest für sechste und siebte Klassen – SL-HAM 6/7 [Hamburg scholastic achievement test for Years 6 and 7]. Hamburg, Germany.
     [Google Scholar]
  2. (Ed.) (2000) Der Hamburger Schulleistungstest für achte und neunte Klassen – SL-HAM 8/9 [Hamburg scholastic achievement test for Years 8 and 9]. Hamburg, Germany.
     [Google Scholar]
  3. Bonnet, A
    (2012a) CLIL im Fach Chemie – Wachsende Orchidee und Motor der Integration [Chemistry CLIL: Growing orchid and engine of integration]. In B. Diehr & L. Schmelter (Eds.), Bilingualen Unterricht weiterdenken. Programme, Positionen, Perspektiven [Advancing bilingual teaching. Programmes, positions, perspectives] (pp.201-215). Frankfurt: Peter Lang.
     [Google Scholar]
  4. (2012b) Towards an evidence base of CLIL: How to integrate qualitative and quantitative as well as process, product and participant perspectives in CLIL research. International CLIL Research Journal, 4(1), 66–78.
     [Google Scholar]
  5. Bos, W. , Bonsen, M. , Gröhlich, C. , Guill, K. , May, P. , Rau, A. , & Wocken, H
    (2009) KESS 7. Kompetenzen und Einstellungen von Schülerinnen und Schülern – Jahrgangsstufe 7 [Competences and attitudes of male and female students – Year 7]. Retrieved from bildungsserver.hamburg.de/contentblob/2627296/data/pdf-kess-7.pdf
  6. Bredenbröker, W
    (2000) Förderung der fremdsprachlichen Kompetenz durch bilingualen Unterricht: Empirische Untersuchungen [Fostering foreign-language competence through CLIL: Empirical examinations]. Frankfurt: Peter Lang.
     [Google Scholar]
  7. Burmeister, P
    (1994) Englisch im Bili-Vorlauf: Pilotstudie zur Leistungsfähigkeit des verstärkten Vorlaufs in der 5. Jahrgangsstufe deutsch-englisch bilingualer Zweige in Schleswig-Holstein [English in preparatory CLIL classes: Pilot study on the efficiency of additional language classes in Year 5 of German-English bilingual streams in Schleswig-Holstein]. Kiel, Germany: l&f.
     [Google Scholar]
  8. Cialdini, R. B. , Borden, R. J. , Thorne, A. , Walker, M. R. , Freeman, S. , & Sloan, L. R
    (1976) Basking in reflected glory: Three (football) field studies. Journal of Personality and Social Psychology, 34(3), 366–375. doi: 10.1037/0022‑3514.34.3.366
     https://doi.org/10.1037/0022-3514.34.3.366 [Google Scholar]
  9. Council of the European Union
    (2008) 2868th Council meeting: Education, youth and culture. Retrieved from www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/100577.pdf
    [Google Scholar]
  10. Coyle, D
    (2006) Content and language integrated learning. Motivating learners and teachers. Retrieved from blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf
    [Google Scholar]
  11. (2008) CLIL – A pedagogical approach from the European perspective. In N. van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education: Vol. 4. Second and foreign language education (2nd ed., pp.97–112). New York, NY: Springer.
     [Google Scholar]
  12. Dallinger, S
    (2015) Die Wirksamkeit bilingualen Sachfachunterrichts: Selektionseffekte, Leistungsentwicklung und die Rolle der Sprachen im deutsch-englischen Geschichtsunterricht [The effectiveness of CLIL: Selection effects, development of achievement and the role of languages in German-English history classes] (PhD Dissertation [original, unpublished version]). Ludwigsburg, Germany: Pädagogische Hochschule Ludwigsburg.
     [Google Scholar]
  13. Dalton-Puffer, C. , Llinares, A. , Lorenzo, F. , & Nikula, T
    (2014) “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee, & Gorter (2013). Applied Linguistics, 42(2), 117–122. doi: 10.1093/applin/amu010
     https://doi.org/10.1093/applin/amu010 [Google Scholar]
  14. Daniels, Z
    (2008) Entwicklung schulischer Interessen im Jugendalter [Development of school-related interests during adolescence]. Münster: Waxmann.
     [Google Scholar]
  15. Deci, E. L. , & Ryan, R. M
    (1985) Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. doi: 10.1007/978‑1‑4899‑2271‑7
     https://doi.org/10.1007/978-1-4899-2271-7 [Google Scholar]
  16. Eccles [Parsons], J. S
    (1983) Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp.75–146). San Francisco, CA: Freeman.
     [Google Scholar]
  17. Eccles, J. S
    (2005) Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp.105–121). New York, NY: Guilford Press.
     [Google Scholar]
  18. Eckes, T. , & Grotjahn, R
    (2006) A closer look at the construct validity of C-tests. Language Testing, 23(3), 290–325. doi: 10.1191/0265532206lt330oa
     https://doi.org/10.1191/0265532206lt330oa [Google Scholar]
  19. Eurydice
    (2006) Content and language integrated learning (CLIL) at school in Europe. Retrieved from aulaintercultural.org/?ddownload=17289
    [Google Scholar]
  20. Fehling, S
    (2008) Language awareness und bilingualer Unterricht: Eine komparative Studie [Language awareness and CLIL: A comparative study] (2nd ed.). Frankfurt: Peter Lang.
     [Google Scholar]
  21. Fruhauf, G
    (1996) Introduction. In G. Fruhauf , D. Coyle , & I. Christ (Eds.), Teaching content in a foreign language (pp.7–11). Alkmaar, Netherlands: Stichting Europees Platform voor het Nederlandse Onderwijs.
     [Google Scholar]
  22. Gamoran, A
    (2008) Creaming. In W. A. Darity (Ed.), International encyclopedia of the social sciences: Vol. 2. Cohabitation – ethics in experimentation (2nd ed., pp.160f). Chicago, IL: Gale. Retrieved from www.encyclopedia.com/doc/1G2-3045300477.html
    [Google Scholar]
  23. García, O
    (2009) Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.
     [Google Scholar]
  24. Grotjahn, R
    (2011) C-Tests – Aspekte der Validität [Aspects of validity]. Deutsch als Fremdsprache [German as a foreign language], 48(3), 131–137.
     [Google Scholar]
  25. Hastings, A. J
    (2002) Error analysis of an English C-test: Evidence for integrated processing. In R. Grotjahn (Ed.), Der C-Test. Theoretische Grundlagen und praktische Anwendungen [The C-Test. Theoretical basics and practical applications] (pp.53–66). Bochum, Germany: AKS.
     [Google Scholar]
  26. Helmke, A. , & Weinert, F. E
    (1997) Bedingungsfaktoren schulischer Leistung [Determinants of scholastic achievement]. In F. E. Weinert (Ed.), Enzyklopädie der Psychologie. Themenbereich D: Praxisgebiete. Serie 1: Pädagogische Psychologie: Vol. 3. Psychologie des Unterrichtens und der Schule [Encyclopedia of psychology. Topic area D: Practical areas. Series 1: Educational psychology. Vol. 3. Psychology of teaching and school] (pp.71–176). Göttingen, Germany: Hogrefe.
     [Google Scholar]
  27. Köller, O. , Leucht, M. , & Pant, H. A
    (2012) Effekte bilingualen Unterrichts auf die Englischleistungen in der Sekundarstufe I [Effects of CLIL on English achievement at lower secondary level]. Unterrichtswissenschaft, 40(4), 334–350.
     [Google Scholar]
  28. Krapp, A
    (2002) Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383–409. doi: 10.1016/S0959‑4752(01)00011‑1
     https://doi.org/10.1016/S0959-4752(01)00011-1 [Google Scholar]
  29. Lasagabaster, D
    (2008) Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1, 30–41. doi: 10.2174/1874913500801010030
     https://doi.org/10.2174/1874913500801010030 [Google Scholar]
  30. Lehmann, R. H
    (2003) Aspects of national and international surveys of student achievement in English as a foreign language. In J. Rymarczyk & H. Haudeck (Eds.), In search of the active learner. Untersuchungen zu Fremdsprachenunterricht, bilingualen und interdisziplinären Kontexten [Studies on foreign language teaching, bilingual and interdisciplinary contexts] (pp.155–162). Frankfurt: Peter Lang.
     [Google Scholar]
  31. Lehmann, R. H. , Gansfus, R. , & Husfeldt, V
    (2011) LAU 9. Aspekte der Lernausgangslage und Lernentwicklung – Klassenstufe 9 [Aspects of initial conditions of learning and learning development – Year 9]. InBehörde für Schule, Jugend und Berufsbildung (Ed.), LAU – Aspekte der Lernerausgangslage und der Lernerentwicklung. Klassenstufen 5, 7 und 9 (pp.293–451). Münster, Germany: Waxmann.
     [Google Scholar]
  32. Lorenzo, F
    (2007) The sociolinguistics of CLIL: Language planning and language change in 21st century Europe. Revista Española de Lingüística Aplicada, 20(1), 27–38.
     [Google Scholar]
  33. Marsh, D
    (2000) Using languages to learn and learning to use languages. In D. Marsh & G. Langé (Eds.), Using languages to learn and learning to use languages. Jyväskylä, Finland: University of Jyväskylä. Retrieved from archive.ecml.at/mtp2/clilmatrix/pdf/1UK.pdf
    [Google Scholar]
  34. (2002) CLIL/EMILE – the European dimension: Actions, trends and foresight potential. Jyväskylä, Finland: UniCOM, Continuing Education Centre. Retrieved from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/47616/david_marsh-report.pdf?sequence=1
    [Google Scholar]
  35. Marsh, D. , & Langé, G
    (Eds.) (2000) Using languages to learn and learning to use languages. Jyväskylä, Finland: University of Jyväskylä.
     [Google Scholar]
  36. Marsh, H. W
    (1987) The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280–295. doi: 10.1037/0022‑0663.79.3.280
     https://doi.org/10.1037/0022-0663.79.3.280 [Google Scholar]
  37. (2006) Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: The British Psychological Society.
     [Google Scholar]
  38. Marsh, H. W. , & Scalas, L. F
    (2010) Self-concept in learning: Reciprocal effects model between academic self-concept and academic achievement. In P. L. Peterson , E. L. Baker , & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp.660–667). Amsterdam, Netherlands: Elsevier. doi: 10.1016/B978‑0‑08‑044894‑7.00619‑9
     https://doi.org/10.1016/B978-0-08-044894-7.00619-9 [Google Scholar]
  39. Mercer, S
    (2011) Frames of reference used by language learners in forming their self-concepts. Forum Sprache, 3(2), 6–22.
     [Google Scholar]
  40. Meyer, O. , Coyle, D. , Halbach, A. , Schuck, K. , & Ting, T. Y.-L
    (2015) A pluriliteracies approach to content and language integrated learning – Mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41–57. doi: 10.1080/07908318.2014.1000924
     https://doi.org/10.1080/07908318.2014.1000924 [Google Scholar]
  41. Muthén, L. K. , & Muthén, B. O
    (1998–2012) Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
     [Google Scholar]
  42. Navés, T
    (2010) What makes good CLIL teaching and learning? Paper presented at the 25th GRETA Convention: Celebrating 25 years of teacher inspiration. Granada: University of Granada.
     [Google Scholar]
  43. Nold, G. , Hartig, J. , Hinz, S. , & Rossa, H
    (2008) Klassen mit bilingualem Sachfachunterricht: Englisch als Arbeitssprache [Classes with CLIL: English as working language/English as a medium of instruction]. In E. Klieme (Ed.), Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie [Teaching and competence acquisition in German and English. Results of the DESI study] (pp.451–457). Weinheim, Germany: Beltz.
     [Google Scholar]
  44. Pérez-Cañado, M. L
    (2012) CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. doi: 10.1080/13670050.2011.630064
     https://doi.org/10.1080/13670050.2011.630064 [Google Scholar]
  45. Rumlich, D
    (2015) Zur affektiv-motivationalen Entwicklung von Lernenden im bilingualen Sachfachunterricht [About the affective-motivational development of learners in CLIL] In B. Rüschoff , J.-T. Sudhoff , & D. Wolff (Eds.), CLIL Revisited: Eine kritische Analyse des gegenwärtigen Standes des bilingualen Sachfachunterrichts [CLIL revisited: A critical analysis of the state of the art of bilingual teaching] (pp.309-330). Frankfurt: Peter Lang.
     [Google Scholar]
  46. (2016) Evaluating bilingual education in Germany: CLIL students’ general English proficiency, EFL self-concept and interest. Frankfurt: Peter Lang.
     [Google Scholar]
  47. Subramaniam, P. R
    (2009) Motivational effects on student engagement and learning in physical education: A review. International Journal of Physical Education, 46(2), 11–19. Retrieved from www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/subramaniam.pdf
    [Google Scholar]
  48. Ting, T. Y.-L
    (2010) CLIL appeals to how the brain likes its information: Examples from CLIL-(neuro)science. International CLIL Research Journal, 3(1), 3–18.
     [Google Scholar]
  49. Vygotsky, L. S
    (1978) Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner & E. Souberman., Eds.) (A. R. Luria, M. Lopez-Morillas & M. Cole [with J. V. Wertsch], Trans.). Cambridge, MA: Harvard University Press (Original manuscripts [ca. 1930–1934]).
     [Google Scholar]
  50. Wesche, M. B
    (2002) Early French immersion: How has the original Canadian model stood the test of time?In P. Burmeister , T. Piske , & A. Rohde (Eds.), An integrated view of language development – Papers in honor of Henning Wode (pp.357–379). Trier, Germany: Wissenschaftlicher Verlag Trier.
     [Google Scholar]
  51. Wolff, D
    (1997) Zur Förderung von Sprachbewusstheit und Sprachlernbewusstheit im bilingualen Sachfachunterricht [About facilitating language awareness and language learning awareness in CLIL]. Fremdsprachen Lehren und Lernen [Learning and teaching foreign languages], 26, 167–183.
     [Google Scholar]
  52. Wu, M. L. , Adams, R. J. , & Wilson, M
    (2007) ConQuest Manual. Camberwell, Australia: Acer Press.
     [Google Scholar]
  53. Zaunbauer, A. C. M. , Retelsdorf, J. , & Möller, J
    (2009) Die Vorhersage von Englischleistungen am Anfang der Sekundarstufe [The prediction of English achievement at the beginning of lower secondary level]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [Journal for Developmental Psychology and Educational Psychology], 41(3), 153–164. doi: 10.1026/0049‑8637.41.3.153
     https://doi.org/10.1026/0049-8637.41.3.153 [Google Scholar]
  54. Zydatiß, W
    (2007) Deutsch-Englische Züge in Berlin (DEZIBEL): Eine Evaluation des bilingualen Sachfachunterrichts an Gymnasien [German-English streams in Berlin: An evaluation of CLIL at Gymnasien]. Frankfurt: Peter Lang.
     [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jicb.5.1.05rum
Loading
CLIL theory and empirical reality – Two sides of the same coin?
Journal of Immersion and Content-Based Language Education 5, 110 (2017); https://doi.org/10.1075/jicb.5.1.05rum
/content/journals/10.1075/jicb.5.1.05rum
/content/journals/10.1075/jicb.5.1.05rum
Loading

Data & Media loading...

  • Article Type: Dissertation
Keyword(s): academic/EFL self-concept , bilingual education in Germany , Content and language integrated learning , EFL proficiency , language learning interests and large-scale quantitative research

Most Cited This Month

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error