Journal of Immersion and Content-Based Language Education - Volume 11, Issue 1, 2023

Abstract

This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.

Abstract

This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle for oral communication outside school. The results bear implications for CLIL education and early language teaching in general.

Abstract

This study explores the type of linguistic difficulties that Saudi students encounter in Introductory Algebra courses at college level and how an integrated pedagogical approach, such as Content and Language Integrated Learning (CLIL), might impact students’ learning of both algebra and the language needed to learn it. A mixed-method design was implemented for 12 weeks to collect and analyze data in three phases. The study sample comprised of a study group of 28 students from an Introductory Algebra class. Findings identified and classified the types of difficulties that the students encountered and suggested a CLIL instructional model to overcome or minimize them.

Abstract

This study uses European English as a Medium of Instruction (EMI) experiences and the Boundary Crossings model (Moore et al., 2015) as a departure point to inquire and analyse Content Teacher (CT) perspectives about disciplinary boundary crossings in a systematic and collaborative Content and Language Integrated Learning (CLIL) implementation in a private university in Colombia. A semi-structured interview explored the perspectives of ten CTs who collaborated with English as a Foreign Language (EFL) teachers and a language support centre in the design and implementation of CLIL experiences. The data were transcribed, coded and categorised with Atlas.ti. An analysis of the findings led to the formulation of a continuum which shows that four CTs draw strict to moderate boundaries between content and language learning, while the other six perceive these systems as an emerging, integrated whole. Some emergent pedagogical implications are also discussed.

Abstract

Content and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.

This article reviews Making Language Visible in the University. English for Academic Purposes and Internationalisation9781788929295€ 109.959781788929288€ 34.95

This article reviews Curriculum Integrated Language Teaching: CLIL practice9781108492812£ 85€ 100.65