Journal of Immersion and Content-Based Language Education - Volume 9, Issue 1, 2021

Abstract

This article presents a comparative study of the linguistic characteristics of some materials used to teach English as a foreign language, and Geography and History through English in a Content and Language Integrated Learning (CLIL) experience in the Basque Country with students aged 11–13. This paper analyzes and compares the contents of current textbooks using Coh-Metrix and AzterTest, which calculate stylistic and linguistic metrics regarding lexical and grammatical complexity, readability and coherence. Finally, the study suggests that there are significant differences mainly in vocabulary level, narrativity and cohesion, it identifies the potential difficulties of CLIL texts and offers advice on how to overcome them. Raising awareness of the complexity of some texts used in CLIL can provide a starting point for pedagogical adaptations and contribute to optimizing learning.

Abstract

Content and Language Integrated Learning (CLIL) refers to the teaching of non-linguistic subjects through an additional language. Culture is considered as one of the corner stones of CLIL pedagogy. There is currently little research that explores the role of culture or intercultural sensitivity in CLIL, however. The present study investigates to what extent two different educational contexts (CLIL and non-CLIL) influence students’ level of intercultural sensitivity, using the Intercultural Sensitivity Scale (Chen & Starosta, 2000). The sample consists of 177 secondary grammar school students from 2 CLIL schools (n = 98) and 2 non-CLIL / regular schools (n = 79). The results show that intercultural sensitivity is not as self-evident as one may expect in a CLIL setting. Some other factors come into play, i.e. gender, language background and school grade.

Abstract

This article explores the effects of the type of instruction (Content and language integrated learning, CLIL, vs. non-CLIL) and gender upon foreign language motivation in Primary Education learners in northern Spain. A total of 252 students with ages ranging from 9–12 completed a questionnaire measuring different motivation components. Results showed that CLIL students seem to manifest greater parental support and be more critical with their image as foreign language learners. Additionally, gender turned out to be a more influential factor in non-CLIL learning settings, since non-CLIL males obtained worse results than their female counterparts in overall motivation and intrinsic motivation. This gender effect was not observed in CLIL classrooms, which potentially makes this learning approach a more egalitarian educational setting for both genders in terms of foreign language motivation.

Abstract

Studies of motivation in bilingual education settings often address questions of differences between learners in bilingual programmes and those in mainstream education. Problematic in this respect is our increasing awareness of the inherent differences between these two learner groups, as learners in bilingual programmes have often chosen or been selected for a bilingual route (Mearns et al., 2017). The study presented here therefore does not seek to compare learners in bilingual and non-bilingual programmes, but rather to explore the nature of language learning motivation within the context of bilingual secondary education (BSE) in the Netherlands. Using a purpose-designed tool reflecting the L2 Motivational Self System (Dörnyei, 2009), this study investigated trends in motivation across genders, academic tracks and year-groups of nearly 2000 learners. Findings suggest that, although these learners all have bilingual education in common, differences between the motivations of these groups should not be overlooked.

Abstract

Studies of lexical and syntactic development in immersion programs are numerous, yet phonological development has received much less attention. This study compares the pronunciation of English home language students in one-way and two-way Spanish immersion programs across three sound classes: voiceless stops, rhotics, and vowels. Learner productions were analyzed acoustically and compared to those of Spanish-English bilingual peers. Findings suggest that the two-way immersion context may facilitate more nativelike articulation. Amount of exposure to native speaker input, emerging adolescent identity, and decreases in instructional use of the minority language are explored as contributing factors to the greater outcomes of two-way students.

This article reviews English-Medium Instruction from an English as a lingua franca perspective9780367587956£ 29.59€ 32.75USD 37.59

This article reviews Investigating content and language integrated learning. Insights from Swedish high schools978-1-78892-241-8€ 54.95USD 59.95