Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach

Yang, Wenhsien

doi:10.1080/13670050.2015.1061474

Cited by 19 publications

(19 citation statements)

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“…They are more aware of their learning process and of constantly monitoring their own learning results. This is also in line with the pilot study which found that indirect strategies, replacing direct strategies, have become dominant in tertiary CLIL contexts due to the features of frequent collaborative interaction with peers and the differentiated purpose of learning English (Yang, 2017a). These results may also indicate that in the CLIL setting, linguistic elements are integrated with content knowledge and thus using direct strategies to be aware of the language targets and then learning them would not be so common.…”

Section: Language Learning Strategies Deployed By Taiwanese Studentssupporting

confidence: 75%

“…This preference is different from the common assumption that Chinese-speaking learners rely on memory strategies more often due to the traditional rote learning style. This indicates that the CLIL approach may affect how English is learnt, and thus its learners would adopt their preferred LLS accordingly (Yang, 2017a). In addition, the Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables.…”

Section: Implications and Conclusionmentioning

confidence: 99%

“…Hence, the number of CLIL courses/programmes, all of which are delivered in English only, is growing at a fast rate. Studies evaluating CLIL programmes and their positive effects on learners' achievements have recently been carried out (Yang, 2015(Yang, , 2017a(Yang, , 2017bYang & Gosling, 2013, 2014. However, there is still a need for a thorough and deeper investigation of which strategy types are deployed by CLIL learners to approach both content and language learning via English in Taiwan's CLIL educational context, to better understand which strategies account for the initial success of the approach.…”

Section: Wenhsien Yangmentioning

confidence: 99%

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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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Section: Language Learning Strategies Deployed By Taiwanese Studentssupporting

confidence: 75%

Section: Implications and Conclusionmentioning

confidence: 99%

Section: Wenhsien Yangmentioning

confidence: 99%

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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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“…In addition, Yang found that proficient CLIL learners tend to use indirect language learning strategies relatively more frequently in order to adapt to the highly collaborative learning environment of tertiary CLIL education (Yang, 2016 b). His studies (Yang, 2014a(Yang, , 2015, furthermore, confirmed that CLIL undergraduates did outperform their non-CLIL counterparts in both content achievement and linguistic outcomes, and thus also showed higher mobility and employability in the globalised job market. These studies, so far, have clearly evidenced the positive benefits of CLIL education realised in an Asian EFL context.…”

mentioning

confidence: 61%

“…The former learners were about to graduate from the programme and had to find a job, so the dual-focused CLIL education, developing both content knowledge and language competency, was expected to be helpful for their job hunting in a globalised market. Indeed, in Yang's (2015) research, he argues that increasing CLIL learners' mobility and employability are the two evidenced non-linguistic benefits of CLIL education.…”

Section: Significant Differences By Variablesmentioning

confidence: 99%

An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programmes in Taiwan: A survey of stakeholder perspectives

Yang¹

2016

laclil

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In 2011, Taiwan's Ministry of Education conducted a national-scale appraisal of 92 CLIL programmes. However, we lack an effective model for examining by precisely how much improvement in the quality of the CLIL programmes will rise as a consequence of the increased language proficiency and the acquisition of disciplinary knowledge. To gain greater insight into the relationship between the execution and appraisal results of CLIL and the facilitation of content and foreign language acquisition, we researched the stakeholders' perceptions of and attitudes towards CLIL in order to create a reference for the national appraisal results. Our aim was to collect both quantitative and qualitative data on the programme managers, teachers and learners in 12 CLIL programmes nationwide by way of a questionnaire survey and interviews. We assessed these data to answer our main research questions regarding the efficacy and effectiveness of employing CLIL education in higher education in Taiwan. In total, 53 undergraduates and postgraduate CLIL students completed a self-designed questionnaire survey, investigating their perceptions of and attitudes towards CLIL education. In addition, interviews with CLIL programme managers and student focus-groups were also conducted to further probe their opinions on CLIL. The findings mainly revealed that the learners' satisfaction with the CLIL approach is greatly affected by their level of language proficiency. Our findings can significantly advance our understanding of the current situation of CLIL education and the likely effects of changing the curricula and directions of delivering content and foreign language courses at the tertiary level in Taiwan.Keywords: CLIL evaluation; Taiwan; tertiary education; stakeholders' perspective. YANGInvestigación de la eficacia en el aprendizaje, manejo de dificultades y mejoras en educación terciaria de los programas en AICLE (aprendizaje integrado de contenidos y lenguas extranjeras) en Taiwán: encuesta sobre las perspectivas de los agentes involucrados en la educación ResumenEn 2011, el Ministerio de Educación de Taiwán realizó una evaluación a nivel nacional a 92 programas de aprendizaje integrado de contenidos y lenguas extranjeras (AICLE). Sin embargo, carecemos de un modelo efectivo para examinar con exactitud el nivel de avance en la calidad de los programas de AICLE que tenga como consecuencia el aumento en la proficiencia en la lengua y la adquisición de conocimiento en esta disciplina. Con el fin de entender mejor la relación entre la ejecución y los resultados de la evaluación de AICLE y la facilitación del contenido y la adquisición de una lengua extranjera, se han investigado las percepciones de los agentes involucrados y sus actitudes con respecto a AICLE, con el fin de tener referencia para los resultados de una evaluación nacional. El propósito fue recoger datos cualitativos y cuantitativos de los directores de programas, profesores y aprendices de 12 programas de AICLE a nivel nacional por medio de una encuesta y entrevistas. ...

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Content and language integrated learning in Cambodia's higher education: A study of an Introduction to ASEAN course

Chap,

Wright

2024

TESOL Journal

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Content and language integrated learning (CLIL) is a European bilingual education model that focuses on the use of an additional language to enable simultaneous learning of content and language. This study used CLIL as a framework to examine educational stakeholders' perspectives and practices in an Introduction to ASEAN course taught as part of a Bachelor of English degree program at the World Language Institute (WLI) in Cambodia. Data were collected through classroom observations, semi‐structured interviews, and a focus group. The findings revealed three key themes: integrating disciplinary knowledge into a language subject, balancing and supporting content and language learning, and developing academic and subject literacies. The discussion focuses on the issue of content and language integration from CLIL standpoints and the conceptualization of integration with pedagogical implications. The article concludes with implications for teaching to help administrators, teachers, and students systematically approach content and language learning with keen attention to disciplinary knowledge and language mastery.

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Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach

Cited by 19 publications

References 59 publications

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

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

An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programmes in Taiwan: A survey of stakeholder perspectives

Content and language integrated learning in Cambodia's higher education: A study of an Introduction to ASEAN course

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