Insider Views of the CLIL Class Through Teacher Self-observation–Introspection

Coonan, Carmel Mary

doi:10.2167/beb463.0

Cited by 82 publications

(48 citation statements)

References 2 publications

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“…Coonan (2007) argues convincingly about the affective element which was clearly displayed in the lessons in the study: "Teachers realise that it is not the quantity of the content to provide….but rather the learning of the content through a process that is enjoyable and involving. We see thus an affective element in the CLIL lesson, a desire to capture the students" engagement, to get him to participate actively (pair work, group work, teacher-student interaction, use of visuals, schemas, etc) in the lesson itself" Coonan (2007, 642).…”

Section: Discussionmentioning

confidence: 98%

Learners’ perceptions of their experiences of learning subject content through a foreign language

Hunt

2011

Educational Review

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Section: Discussionmentioning

confidence: 98%

Learners’ perceptions of their experiences of learning subject content through a foreign language

Hunt

2011

Educational Review

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“…6(1)(2018): reading) are more frequently practised than the productive skills (i.e. writing or speaking) in CLIL programmes (Coonan, 2007).…”

Section: Benefits Of Clil Education For Pupils and Language Learningmentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

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“…Such tasks are often perceived as time-consuming and too demanding for the teachers. Coonan (2008Coonan ( , 2011 notes that most of these kinds of problems stem from the fact that, until recently, there were no language target-level standards for teachers in general and for CLIL teachers in particular. Coonan's proposal (2012) is to let students benefit from their language teachers by doing some activities with them that are closely related to the specific topic being taught through the CLIL approach, especially if the teacher is still undergoing his/her own CLIL training; this may serve as encouragement to deeper collaboration between the language teacher and the subject teacher, in line with the "Team CLIL" approach suggested by the Ministry of Education.…”

Section: Some Challenges For the Futurementioning

confidence: 99%

CLIL in Italy: a general overview

Cinganotto¹

2016

laclil

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CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy's CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in "licei linguistici", the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted. Keywords: CLIL in ResumenEl enfoque AICLE se introdujo en el sistema escolar italiano en 2003 a través de una reforma que estableció su aplicación obligatoria en las escuelas de enseñan-za secundaria superior. Este documento tiene por objeto describir las etapas más importantes de esta innovación, resaltando las implicaciones más relevantes para docentes, alumnos y aquellos agentes responsables de la formulación de políticas. La misión del enfoque AICLE en Italia se puede conceptualizar como una política lingüística nacional dentro del ámbito del discurso del plurilingüismo europeo, lo que representa el trasfondo de este estudio. Después de una breve introducción a los principales marcos conceptuales y a la provisión de AICLE en Europa, el documento intenta describir el estado actual del enfoque en Italia, teniendo en cuenta el sistema educativo italiano según la legislación más reciente. Se hace referencia al perfil docente nacional del AICLE y a las acciones de formación docente a nivel nacional. Además, se mencionan algunos proyectos piloto que han involucrado redes de escuelas. Luego, se da especial atención a la implementación del enfoque AICLE en los "Licei Linguistici", las escuelas secundarias superiores italianas con orientación más amplia a las lenguas extranjeras. Finalmente, se destacan algunos desafíos para el futuro.Palabras clave: AICLE en Italia; reforma de la escuela italiana; perfil del docente AICLE; formación docente AICLE; proyectos AICLE. 376 AICLE/CLIL na Itália: uma perspectiva geral ResumoA abordagem AICLE/CLIL foi introduzida no sistema escolar italiano em 2003 por meio de uma reforma que estabeleceu sua aplicação obrigatória nos colégios de ensino médio. Este documento tem como objetivo descrever as etapas mais importantes dessa inovação e ressaltar as implicações mais relevantes para docentes, estudantes e aqueles agentes responsáveis pela formulação de políticas...

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Insider Views of the CLIL Class Through Teacher Self-observation–Introspection

Cited by 82 publications

References 2 publications

Learners’ perceptions of their experiences of learning subject content through a foreign language

Learners’ perceptions of their experiences of learning subject content through a foreign language

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

CLIL in Italy: a general overview

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