CLIL across the Curriculum, benefits that go beyond the classroom

McDougald, Jermaine S.

doi:10.5294/laclil.2018.11.1.1

Cited by 12 publications

(3 citation statements)

References 20 publications

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“…Kemudian McMahon (2004) menyatakan bahwa manfaat sosial dari pendidikan adalah eksternalitas pendidikan yang melimpahkan keuntungan bagi orang lain di masyarakat termasuk generasi mendatang. Lebih lanjut dalam hal pendidikan, kurikulum sebagai alat untuk mencapai tujuan pendidikan Mcdougald (2018) menyatakan bahwa ada banyak variabel yang harus dipertimbangkan ketika merancang kurikulum terutama dalam hal konten. Kurikulum dalam pendidikan harus senantiasa menyesuaikan dengan perubahan sosial masyarakat yang sebagian besar dipengaruhi dengan perkembangan teknologi dan informasi.…”

Section: Pendahuluanunclassified

Gagasan Pendidikan Politik Bagi Generasi Muda (Sebuah Kajian Literatur)

Hardian

Hidayah

Suryaningsih

et al. 2021

Bri

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Tujuan penelitian ini adalah memberikan gagasan mengenai konsep pendidikan politik bagi warga negara muda dalam konteks Indonesia. Hal ini muncul dari adanya permasalahan menurunnya kepedulian aspek politik pada warga negara muda yang menjadi tantangan dalam perkembangan demokrasi di Indonesia. Metode penelitian menggunakan library research. Data kepustakaan yang digunakan dalam penelitian ini meliputi buku, jurnal nasional dan internasional, majalah, hasil penelitian, laporan penelitian dan kepustaakn lainnya yang berkaitan dengan pendidikan politik bagi generasi muda baik dalam bentuk online dan offline. Setelah melakukan kajian, peneliti menemukan bahwa konsep pendidikan politik bagi warga negara muda dalam konteks Indonesia setidaknya menggunakan dua acara yaitu: 1) pendidikan politik bagi warga negara muda dalam dalam konteks Indonesia harus memperhatikan beberapa dimensi pendidikan politik yaitu kognitif yang berhubungan dengan pengetahuan politik, afektif yang berhubungan dengan pembentukan karakter dan aspek psikomotor yang berhubungan dengan kecakapan baik berupa intelektual maupun partisipatoris. 2) Konten pendidikan politik dalam konteks Indonesia adalah demokrasi, budaya politik Pancasilla dan isu global. Kesimpulan penelitian ini adalah Pendidikan politik merupakan upaya yang sistematis dan keberlanjutan. Gagasan mengenai konsep pendidikan politik bagi warga negara muda dalam konteks Indonesia merupakan usaha dalam menjawab tantangan tentang ke apatisan warga negara muda terhadap politik.

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Section: Pendahuluanunclassified

Gagasan Pendidikan Politik Bagi Generasi Muda (Sebuah Kajian Literatur)

Hardian

Hidayah

Suryaningsih

et al. 2021

Bri

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“…As McDougald (2018) notices, CLIL, if properly understood and used, should present ideal ways of focusing on language as a tool to access and share content knowledge. To be more explicit, in such ways, students are not merely exposed to the vehicular language, they also have opportunities to think in in the second language and produce meaningful content in the second language, supporting more rapid and practical acquisition of their second language skills in general.…”

Section: Theoretical Backdrop and Content And Language Integrated Learning In Generalmentioning

confidence: 99%

Comparison of Content and Language Integrated Learning in the Primary Level in Spain and Slovakia

Pavelová

2020

SIE

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As many authors agree, positive associations of Content Language Academic Learning have attracted numerous researchers, administrators, teacher educators and teachers, particularly those in the field of English as a foreign language. One of the main goals of the presented article is to offer a comparative analysis of CLIL approach at primary level in Spain and in Slovakia. The need for elaborating this issue is related to the diversity of language and the fact that CLIL has become prolific phenomenon in recent years, especially in pedagogical communication. The paper responds to different claims of the proponents of CLIL emphasizing its numerous benefits. Apart from that, the following paper provides a critical empirical examination of the positive CLIL outcomes in order to identify better its strengths in EFL. Due to distance, a sample of five Spanish teachers and five Slovak teachers at the primary level has been chosen randomly to respond to the online interview elaborating the use of CLIL in the classroom. In order to gain the results of the qualitative nature, the online interview included open-ended questions. Benefits of CLIL could be reflected in the enhanced motivation inside and outside the classroom, the need of students and teachers for critical thinking, requirement for a better concentration and in many other areas. The article presents current findings and brings the possibilities for implementing CLIL into more classrooms and enhancing pedagogical communication in foreign language classrooms.

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“…Regarding the importance of CLIL, Darn (2006) and Mcdougald (2018) a rm that CLIL is the most promising and bene cial approach in which content and language are taught and learnt together in dual focused classroom context, and it helps learners to master both language and content knowledge. Again, Harrop (2012) a rms that CLIL can boost reading comprehension, range of vocabulary and motivation by providing authentic context for language use unlike any conventional classroom.…”

Section: Introductionmentioning

confidence: 99%

Effect of Content and Language Integrated Learning/ CLIL/ on EFL students’ reading motivation and comprehension in Ethiopia

Etefa,

Yigzaw,

Shifere

et al. 2023

Preprint

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The purpose of this study was to examine the effect of content and language integrated learning/ CLIL/ on EFL students’ reading comprehension and reading motivation in Ethiopia. To this end, a quasi-experimental pretest –posttest design was used. Thus, sixty- nine EFL learners from two randomly selected sections of grade nine were used as the study’s participants. The sections were then randomly assigned as control (n=35) and experimental (n=34) groups. To collect data, a reading motivation questionnaire and reading comprehension test were utilized. Pretests were first given to both groups to examine if there were mean differences between the two groups. Then, treatment on CLIL reading strategies was given to the experimental group. Thenceforth, posttests were given to both groups. Data were analyzed using descriptive statistics, namely mean, standard deviation and inferential statistics of independent samples t-test, paired t-test, Mann-Whitney U Test and Wilcoxon Signed Rank Test. The findings from data analysis revealed that CLIL had a significant positive effect on students’ reading comprehension and motivation. Moreover, the findings signposted that CLIL approach needed to be incorporated in EFL teaching materials in Ethiopia

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CLIL across the Curriculum, benefits that go beyond the classroom

Abstract: AICLE en el currículo: beneficios que van más allá del aulaAICL em todo currículo há benefícios que vão além da sala de aula

Cited by 12 publications

References 20 publications

Gagasan Pendidikan Politik Bagi Generasi Muda (Sebuah Kajian Literatur)

Gagasan Pendidikan Politik Bagi Generasi Muda (Sebuah Kajian Literatur)

Comparison of Content and Language Integrated Learning in the Primary Level in Spain and Slovakia

Effect of Content and Language Integrated Learning/ CLIL/ on EFL students’ reading motivation and comprehension in Ethiopia

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