Content and Language Integrated Learning (CLIL) has a dual focus both on content and language teaching in which students learn through and about language and provides contextualized and meaningful situations. Although studies on the impact of CLIL on learners' vocabulary knowledge and reading comprehension have mostly positive results, related research is highly limited in Turkish context. Thus, this study aims to examine to what extent CLIL students differ from non-CLIL students in terms of their reading comprehension and vocabulary size (i.e. receptive and productive). Data were collected from 124 fifth-grade students by means of the reading parts of the Cambridge Key English Test, the 2,000-word frequency-band of the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001), and the adapted version of the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Results of the study showed that the CLIL students significantly outperformed their non-CLIL counterparts in reading comprehension, receptive and productive vocabulary knowledge.
This chapter aims to evaluate the English Language Teaching (ELT) master program offered by the Graduate School of Educational Sciences at a foundation (non-profit, private) university in Istanbul, Turkey. Specifically, it investigates the preferences of the students about joining this particular program as well as analyzes their perceptions along with the ones shared by the course instructors and program coordinator. The sample population comprised fifty students, five instructors and one program coordinator. Data were obtained through a questionnaire and reflective essays. The findings revealed that the master program was effective regarding the content of the program as well as the role of instructors which contributed to the professional development. However, the range of elective courses and balance between course loads needed more consideration for the redesign of the existing program. Findings are discussed in relation to program design and evaluation in English language teaching master's programs.
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