School leaders’ perspectives on content and language integrated learning in England

Bower, Kim

doi:10.1080/07908318.2019.1667367

Cited by 28 publications

(8 citation statements)

References 33 publications

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“…Second, the results of this study become 'a wake-up call' for English teachers and school administrators to begin acknowledging the potential benefit of CLIL practice in English language teaching, particularly in the context of teaching ESP. In this regards, the present study supports that CLIL approach can be integrated in the school curricula of English language teaching in Indonesia as also suggested by Bower (2019) in the English curricula in European context.…”

Section: B Students' Perception Toward Clil Practice In English For supporting

confidence: 86%

“…Drawing on CLIL practice in European context, the study conducted by (Bower 2019) reports school leaders' perspectives on content language and integrated learning in three state secondary schools in England. The results suggest that the school leaders are willing to gain responsibility for developing CLIL based language learning activities to be integrated in school curricula.…”

Section: A Impact Of Clil Practice On Students' Vocabulary Acquisitionmentioning

confidence: 99%

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Content and Language Integrated Learning Practice in English for Accounting Course

Nugroho¹

2020

IJET

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The contextualization of materials in the context of teaching English for specific purposes (ESP) is a prerequisite to gain maximum input of language knowledge. The present study sheds some light on the practice of Content and Language Integrated Learning (CLIL) approach in English for accounting course. This study involved 38 Indonesian ESP students majoring in accounting of a public university in Surakarta Indonesia as the participants. Pre-experimental research design was conducted in eight meeting during the course, including the administration of vocabulary test to examine the participants’ score in pre-test and post-test. A focus group discussion (FGD) was also carried out to reveal the students’ perception about the practice of CLIL approach in English for accounting course. The results depicted that there was a significant difference on the participants’ vocabulary scores between the pre-test and the post-test. It was also portrayed that the participants positively perceived the CLIL practice in their class. The results of this study contribute to providing fruitful insights for teachers and future researchers about CLIL practice in English language teaching, specifically in the context of teaching English for specific purposes.

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Section: B Students' Perception Toward Clil Practice In English For supporting

confidence: 86%

Section: A Impact Of Clil Practice On Students' Vocabulary Acquisitionmentioning

confidence: 99%

Content and Language Integrated Learning Practice in English for Accounting Course

Nugroho¹

2020

IJET

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“…Schools are required to become at least 'good' under the current national inspection regime, which may deter them from curriculum innovations such as CLIL (e.g., Waldegrave & Simons, 2014). This kind of educational policy which focusses on economic competitiveness to the detriment of the broader social purposes of education, as Ball (2017) suggests, is a retrograde step (see Bower, 2019a). Given this context it is perhaps not surprising that only a few, confident school leaders have chosen to innovate the curriculum through CLIL.…”

Section: Government Languages Policymentioning

confidence: 99%

CLIL with languages other than English

Bower¹

2023

The Routledge Handbook of Content and Language Integrated Learning

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and is President of the Association for Language Learning. She is a principal fellow of the Higher Education Academy and received a National Teaching Fellowship for her leadership of curriculum innovation in language and teacher education in England. An experienced researcher in these fields, Kim leads an international network for content and language integrated learning (CLIL) in Anglophone countries. Her research focuses on CLIL and motivation.The recent rapid expansion of Global English as a lingua franca has seen its predominance as the language of choice for foreign language study increase at the expense of Languages Other Than English (LOTE) such as French or Spanish. The development of bilingual and multilingual education is, however, dependent on many variables and the picture is complex. Although LOTE languages are facing a resulting crisis across sectors in many European and Asian countries as preference to learn English above other languages increases, Anglophone countries provide the majority of contexts in which LOTEs are learned. Here, Content and Language Integrated Learning (CLIL) has been found to have the potential to counter the prevailing trend of demotivation for language learning through age-relevant, content-based, meaningful use of the foreign language for learning subject disciplines and language. CLIL practice in these contexts is limitedand as a result, so is research. This chapter provides an overview of CLIL in the Anglophone contexts of Australia and the UK, considers CLIL's potential for addressing demotivation in learning LOTEs, optimal conditions for implementation and direction of travel.

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“…Schools across the globe have in recent years taken to the use of peer-led group programmes to assist in the provision of psychosocial support to vulnerable learners within school settings (Demetriades, 2017). To achieve this, there is need for peer leadership to undergo comprehensive and appropriate training programmes has been regarded as critical (Bower, 2020). Consequently, through the support of the institutional frameworks that makes it necessary for effective peer leadership training (Atieh & York, 2020).…”

Section: Introductionmentioning

confidence: 99%

Training of Peer Leaders: A Strategy to Enhance Provision of Psychosocial Support to Vulnerable Learners in Schools

Chinyama¹,

Sibanda²,

Chamisa

et al. 2021

IJSSES

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The main aim of this paper was to investigate the factors affecting the effectiveness of peer leadership training offered to peer leaders to enhance the provision of psychosocial support to vulnerable learners in schools in Amathole West Education District, South Africa. The previous research in other countries have shown that many of these training programmes lacks institutional frameworks that makes it necessary for effective peer leadership training. This Training in peer leadership programmes in schools is noteworthy. A qualitative approach and a case study research design was used to investigate the effectiveness of the orientation training given to peer leaders in schools. Semi-structured interviews were used as the main data collection tools. Four secondary schools were purposively selected. A sample size of 26 participants comprising of 4 LO teachers, 4 School Principals, 16 peer leaders, 1 District Official and 1 Learner Support Agent was used. Data was analysed using a thematic approach. The major findings revealed that the training programme for peer leaders was flawed and inadequate to cover the psychosocial support curriculum. The study concluded that the current training for peer leaders was weak and did not produce competent peer leaders. The study recommended that peer leaders should continuously be given training in different aspects of psychosocial support provision throughout the year and LSAs and LO teachers should be offered separate training as coordinators of school programmes. Lastly, peer leadership training curriculum should be reviewed to match the ongoing social transformation in schools and the programme should be allocated with a functional budget.

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School leaders’ perspectives on content and language integrated learning in England

Cited by 28 publications

References 33 publications

Content and Language Integrated Learning Practice in English for Accounting Course

Content and Language Integrated Learning Practice in English for Accounting Course

CLIL with languages other than English

Training of Peer Leaders: A Strategy to Enhance Provision of Psychosocial Support to Vulnerable Learners in Schools

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