What makes a Taiwan CLIL programme highly recommended or not recommended?

Yang, Wenhsien; Gosling, Mark

doi:10.1080/13670050.2013.808168

Cited by 25 publications

(22 citation statements)

References 10 publications

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“…It was found that learners from a highly-recommended programme generally liked CLIL and would recommend it for future students, while those from programmes that were not recommended held a relatively negative attitude towards the effect of studying in a CLIL programme, and were hesitant to make recommendations. These responses are similar to the author's previous findings in a case study (Yang & Gosling, 2013, 2014 that students' satisfaction and the appraisal result of a CLIL programme are closely related. Furthermore, not all disciplines in universities are suitable to be conducted with a CLIL approach.…”

Section: From Clil Learnerssupporting

confidence: 78%

“…Their opinions are categorised as the following headings, some of which are similar to the author's previous findings (Yang & Gosling, 2013, 2014.…”

Section: From Clil Learnersmentioning

confidence: 83%

“…In Taiwan, CLIL is classed as a high-exposure CLIL mode (Yang & Gosling, 2013, 2014 as English is often used for over 60% of the instructional time. Some local CLIL practitioners and learners may misinterpret that CLIL should be instructed using English only, or at least as much as possible; however, appropriately using the L1 (mother tongue) is helpful and is in fact encouraged in CLIL classrooms to keep learners motivated and engaged in CLIL learning (Lo, 2015), thus increasing the effect of CLIL education.…”

Section: Resultsmentioning

confidence: 99%

“…They, for instance, studied why a CLIL programme would be highly recognised or not recommended by Taiwan's MOE after its first official appraisal of all the CLIL programmes in Taiwan universities (Yang & Gosling, 2013, 2014. They concluded that CLIL learners' attitudes towards CLIL education can be a key factor, affecting the results of the programme appraisal.…”

mentioning

confidence: 99%

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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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Section: From Clil Learnerssupporting

confidence: 78%

“…Their opinions are categorised as the following headings, some of which are similar to the author's previous findings (Yang & Gosling, 2013, 2014.…”

Section: From Clil Learnersmentioning

confidence: 83%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

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

Self Cite

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“…In the Far East, for example, English teachers in Japan, South Korea, Taiwan, and Hong Kong have conducted several studies to investigate CLIL and to compare its effectiveness to their traditional English as a Foreign Language (EFL) teaching methods (e.g., Yamano, 2013;Yang & Gosling, 2014;Yang, 2015). The CLIL approach represents an educational movement that has been promoted and brought to the attention of teachers and researchers in four different ways.…”

Section: Introductionmentioning

confidence: 99%

Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

Alrabah

2017

IJEL

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The study targeted a group of 27 students at a college in Kuwait who were enrolled in a Content and Language Integrated Learning (CLIL) English course during the academic year 2015-2016. The purpose of the study was to monitor students' assessments of their writing competence in English and to measure their attitudes toward the CLIL course. Data collection utilized a total of five focus-group interviews with the students which were recorded and transcribed, and a category system was generated to describe the commonalities in the participants' responses. Additionally, an online survey using Google Forms was based on the categories delineated from the interview data. The Microsoft Excel program was used for counting the means, standard deviations, and percentages for each of the survey items. The results of the study indicated that the majority of the students (80%) thought that the CLIL course enhanced their writing competence both within and beyond the sentence level. Writing skills within the sentence level included the accurate use of punctuation marks and capitalization rules. Writing skills beyond the sentence level included paragraph organization, use of proper transition words, and writing cause-and-effect paragraphs. Approximately 20% of the students did not think CLIL improved their writing competence beyond the sentence level. Furthermore, the students displayed highly positive attitudes toward all aspects of the CLIL course. Implications were drawn for specialized teacher training to cope with the demands of CLIL courses, and longitudinal studies to track students' development of writing competence over time.

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Toward Successful Implementation of Introductory Integrated Content and Language Classes for EFL Science and Engineering Students

2020

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What this research was about and why it is important Integrating content and language (ICL) has been a widely applied methodology of language learning and teaching in the last 20 years. However, ICL studies for first-year undergraduate students of science and engineering are scarce. This study examined perceptions of incoming students and professors who participated in ICL classes at a Korean science and engineering school. Most of the participants found the ICL classes helpful for students to develop a better understanding of content lectures and what to expect in regular content lectures. Also, many students found student-centered activities, consisting of group work, particularly motivating and effective. The study recommends a formula of ICL instruction for students entering a university with an EMI policy and concludes with suggestions for the successful implementation of ICL classes for content lectures in the areas of science and engineering. What the researchers did • This study investigated introductory ICL classes for incoming students at a science and engineering school in Korea. • Five introductory ICL classes in the areas of biology, physics, chemistry, programming and mathematics were implemented as part of a three-week intensive English camp for 121 incoming students. • Each ICL class consisted of pre-activities and post-activities in relation to a content lecture. • A 12-question survey was administered at the end of the post-activities for each respective subject in order to investigate students' perceptions of the ICL classes. • Follow-up email interviews were conducted with students, professors, and teaching assistants.

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What makes a Taiwan CLIL programme highly recommended or not recommended?

Cited by 25 publications

References 10 publications

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

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

Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

Toward Successful Implementation of Introductory Integrated Content and Language Classes for EFL Science and Engineering Students

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