How CLIL Classes Exert a Positive Influence on Teaching Style in Student Centered Language Learning Through Overseas Teacher Training in Sweden and Finland

Kashiwagi, Kazuko; Tomecsek, John

doi:10.1016/j.sbspro.2015.02.034

Cited by 12 publications

(10 citation statements)

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“…Therefore, in this research we focus on CLIL (Content and Language Integrated Learning), which aims to develop higher-level thinking skills while acquiring language skills and learning content from other subjects. The results of CLIL lessons have been confirmed by many researchers (Ito, 2018;Kashiwagi & Tomecsek, 2015;Yamano, 2013). Furthermore, Sasajima (2011) states that instead of suffering, through CLIL native language improves along with English proficiency.…”

Section: Introductionmentioning

confidence: 53%

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

Ito¹

2019

ELT

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This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students’ class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher’s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessary for competent CLIL teaching are considered. Regarding students, this CLIL lesson was conducted for the acquisition of physical basketball skills, English expressions and situational English ability. It also aimed to teach 21st-century skills defined by global education. The lesson resulted in students being able to understand both the English target structures and the basketball terms and strategies taught. In addition, students not only learned the content of the lesson, but also co-operated well with the teacher and worked well in teams which made the lesson successful. Before the lesson, the teacher felt that the CLIL lesson would be difficult for the students. However, the lesson was well received and had a great effect on the students and the teacher herself gained confidence. The experience they gained will lead to skills that will help them succeed in a global society in the future.

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Section: Introductionmentioning

confidence: 53%

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

Ito¹

2019

ELT

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“…Different studies have focussed on the issue of the acquisition of contents and language through CLIL programs, the lexical component on these courses, the role of the teacher or the excepted results in dual programs (Fernández Costales & Lahuerta Martínez, 2014;Kashiwagi & Tomecsek, 2015). However, not so many studies have paid attention to the importance of teacher preparation, particularly how this preparation and training is perceived by future teachers as real agents of CLIL implementation at schools.…”

Section: Students Perceptions On Clilmentioning

confidence: 99%

“…The course's main objectives are to improve students' communicative competence andto develop other methodological and English language skills. It tries to cover the latest methodological trends in bilingual education and teaching language through contents (Fernández Costales & Lahuerta Martínez, 2014;Kashiwagi & Tomecsek, 2015). In this sense, attention is also paid to the development of education and language policies in Europe.…”

Section: Students Perceptions On Clilmentioning

confidence: 99%

“…In this regard, Fernández Costales & Lahuerta Martínez (2014, p. 19) have approached the question of an optimal profile for CLIL teachers, which must be " [...] strictly linked to the educational stage [...]" and the context these professionals are working in. In addition, Kashiwagi and Tomecsek (2015) have focused on how young or inexperienced teachers can develop effective skills related to teaching by learning to teach in a classroom setting through CLIL.…”

Section: Introductionmentioning

confidence: 99%

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<b>Trainee primary-school teachers’ perceptions on CLIL instruction and assessment in universities: A case study

Gómez

2016

Acta Sci. Educ.

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ABSTRACT. CLIL is an important approach in training future Primary School Teachers since bilingual programs developed at schools in Spain require not only professionals with proficientSecond Language (L2) levels, but also future teachers who are versed in the main methodological principles for CLIL. Firstly, this case study reviews the legislation for bilingual programs in Spain. Secondly, it describes teacher training through a CLIL course within the Faculty of Education at the University of Castilla-La Mancha, focussing on the methodology and evaluation procedures followed in the course. Thirdly, this paperrefersto the method performed to evaluate students' perceptions ofthe CLIL training and assessment process. Finally, it shows the results from the study and some conclusionsrelated to the assessment and instruction process for the implementation of the CLIL approach in Primary School Teaching Undergraduate Programs.Keywords: assessment, bilingual education, teacher training, primary education.Percepção de professores de escola primária sobre a instrução e avaliação da AICLE em universidades: um estudo de caso RESUMO. A AICLE é uma abordagem importante na formação de futuros professores primários, visto que programas de educação bilíngue desenvolvidos em escolas espanholas requerem não apenas profissionais com proficiência em segunda língua (L2), mas também futuros professores versados nos mais importantes princípios metodológicos da AICLE. Primeiramente, este estudo de caso revisa a legislação para programas bilíngues na Espanha. Em segundo lugar, ele descreve o treinamento de professores no curso de AICLE da Faculdade de Educação da Universidade Castilla-La Mancha, focando nos procedimentos metodológicos e de avaliação seguidos no curso. Em terceiro lugar, este artigo refere-se ao método aplicado para avaliar a percepção dos alunos sobre a formação em AICLE e seu processo de avaliação. Por fim, o artigo apresenta os resultados do estudo e algumas conclusões relacionadas ao processo de avaliação e instrução para implementar a abordagem da AICLE em programas de graduação em educação primária.Palavras-chave: avaliação, educação bilíngue, formação de professores, educação primária.Percepción de profesores de escuela primaria sobre la instrucción y evaluación del AICLE en Universidades: un estudio de caso RESUMEN. El AICLE es un enfoque importante en la formación del profesorado de Educación Primaria, ya que los programas de educación bilingüe desarrollados en escuelas españolas exigen no solo profesionales con competencia en Segunda Lengua (L2), sino también futuros profesores basados en los principales principios metodológicos del AICLE. Este estudio de caso repasa, en primer lugar, la legislación para los programas bilingües en España. Posteriormente, él describe el entrenamiento de profesores en el curso del AICLE de la Facultad de Educación de la Universidad de Castilla-La Mancha, enfocando en los procesos metodológicos y de evaluación utilizados en el curso. En tercer lugar, este artículo se refiere al mét...

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“…Not only that, the teacher is the second intermediary for education after the family. Therefore, learning activities in the classroom as a challenge for teachers especially young teachers to find effective teaching styles that enable them to be involved and can inspire their students (Kashiwagi & Tomecsek, 2015). The teacher's contribution to the learning of students and the diverse social learning situations in the classroom play an important role when learners learn and how to manage the learning process of students themselves (Saariaho, Toom, Soini, & Pietarinen, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Policy Using Dangdut Music to Support Classroom Learning

Rusdyaningtyas¹,

Hanum²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Every teacher has their own strategy in managing their class. In addition, in the learning process, teachers need new innovations that can arouse students in the class. This study aims to determine the teacher's policy in managing class using dangdut music rhythm to support the learning process in the classroom. The research method used is a qualitative research method with a phenomenological approach. The results obtained based on this study were easier for students to memorize learning material by using the dangdut music rhythm. The combination made by the teacher is the rhythm of the music that is often heard by students with learning material. In addition, students are more enthusiastic, easy to understand learning material, and able to improve students' memory of the material learned in class. This research is also one of the teacher's strategies to be creative in using learning methods in the classroom.

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How CLIL Classes Exert a Positive Influence on Teaching Style in Student Centered Language Learning Through Overseas Teacher Training in Sweden and Finland

Cited by 12 publications

References 4 publications

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

<b>Trainee primary-school teachers’ perceptions on CLIL instruction and assessment in universities: A case study

Teacher’s Policy Using Dangdut Music to Support Classroom Learning

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