CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

Cañado, Marı́a Luisa Pérez

doi:10.30827/digibug.54022

Cited by 47 publications

(28 citation statements)

References 8 publications

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“…As can be seen in Figure 1, pre-service pre-primary and primary school teachers believe that plurilingual education programs allow students to broaden their competence in L2 through a more practical and communicative type of teaching, which has been empirically demonstrated in several studies (Admiraal et al 2006;Dalton-Puffer 2011;Merino and Lasagabaster 2018;Pérez Cañado 2018;Martínez Agudo 2019, among others). However, they recommend that the presence of languages should be balanced in the curriculum and that instruction should begin at an early age because of the cognitive benefits it brings, which is in line with Van de Craen et al (2007).…”

Section: Plurilingual Education Programsmentioning

confidence: 85%

How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

Herrero

García-Bellido

2021

Miscelánea

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The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

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Section: Plurilingual Education Programsmentioning

confidence: 85%

How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

Herrero

García-Bellido

2021

Miscelánea

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“…It is undeniable that Content and Language Integrated Learning (CLIL) is thriving as it is embraced by schools and educational systems around the world in a concerted effort to create opportunities for synthesis and holistic learning. This claim rests on recent publications attesting to CLIL's impressive growth in large parts of Europe (Coral, Lleixà, & Ventura, 2018;Mahan, Brevik, & Ødegaard, 2018;Navarro-Pablo & García-Jiménez, 2018;Martínez-Agudo, 2019;Merino & Lasagabaster, 2018;Pérez-Cañado, 2018a, 2018bSan Isidro, 2018) and steady increase in Latin America (Argudo, Abad, Fajardo-Dack, & Cabrera, 2018;Banegas, 2018;Garzón-Díaz, 2018;Keogh, 2017;McDougald, 2015;Pimentel-Siqueira, Landau, & Alburquerque-Paraná, 2018).…”

Section: Introductionmentioning

confidence: 85%

Teacher Professional Development in Language-Driven CLIL: A Case Study

Banegas

2020

laclil

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The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.

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“…Therefore, it is necessary to highlight a phenomenon also known as a lack of cohesion around CLIL pedagogies (Coyle, 2008;Cenoz, Genesee, & Gorter, 2014;Mehisto, 2008;Pérez-Vidal & Juan-Garau, 2010). This has thrown up many questions in need of further investigation of CLIL (Pérez Cañado, 2018). Highlighting the particular areas of the research, Wolff (2005) considers the following CLIL investigations, which should be articulated: the effects of CLIL on the foreign language, the first language, subject content competence, and motivational aspects.…”

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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CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes

Cited by 47 publications

References 8 publications

How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

Teacher Professional Development in Language-Driven CLIL: A Case Study

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

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