9. Content and Language Integrated Learning (CLIL): A Panacea for Young English Language Learners?

Pižorn, Karmen

doi:10.21832/9781783098323-011

Cited by 7 publications

(4 citation statements)

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“…Although this has not been extensively examined, a few studies have corroborated this (e.g., Lasagabaster & Sierra, 2009;Mearns et al, 2020, Pižorn, 2017, Loranc-Paszylk, 2019.…”

Section: Languages and Multilingualismmentioning

confidence: 92%

“…Some studies have also focused on attitudes towards (studying) a foreign language. It seems that an early start creates a positive attitude towards foreign language and culture (Jaekel et al, 2017) and this seems to apply also to early CLIL (Loranc-Paszylk, 2019;Pižorn, 2017). However, it may be that the positive attitude only extends to the language studied and not necessarily to other languages (Roiha & Mäntylä, 2019).…”

Section: Early Language Learning and Learners' Perceptionsmentioning

confidence: 99%

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Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

Mäntylä

Roiha

Dufva

2022

JICB

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This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle for oral communication outside school. The results bear implications for CLIL education and early language teaching in general.

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“…Although this has not been extensively examined, a few studies have corroborated this (e.g., Lasagabaster & Sierra, 2009;Mearns et al, 2020, Pižorn, 2017, Loranc-Paszylk, 2019.…”

Section: Languages and Multilingualismmentioning

confidence: 92%

Section: Early Language Learning and Learners' Perceptionsmentioning

confidence: 99%

Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

Mäntylä

Roiha

Dufva

2022

JICB

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“…CLIL (ang. Content and Language Integrated Learning) ali vsebinsko in jezikovno integrirano učenje, kot ga nekateri poimenujejo v slovenskem raziskovalnem prostoru (Pižorn, 2017) sodi kot didaktični pristop med najaktualnejše teme na področju poučevanja tujih jezikov, in sicer zaradi uspešnosti samega pristopa kot tudi zaradi etabliranja v jezikovni politiki EU (prim. Aktionsplan für das Sprachenlernen und die Sprachenvielfalt der EU Kommission, 2003 1 ).…”

Section: Uvod In Ozadje Raziskaveunclassified

Matematika v soft CLIL pristopu v gimnaziji / Mathematics in the soft CLIL approach in high schools

Lipovec¹,

Oštir²

2022

Obrazi Več-/Raznojezičnosti

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Soft CLIL praviloma izvaja učitelj tujega jezika, saj običajno poteka v okviru ur tujih jezikov, obenem pa je v ospredju razvijanje jezikovnih kompetenc. Med nejezikovnimi vsebinami se lahko pojavlja tudi matematika. Matematika je tudi na srednješolskem nivoju pogosto navedena kot CLIL predmet, vendar je empričnih raziskav o učinkovitosti vključevanja zelo malo. To vrzel smo skušali vsaj deloma zapolniti v okviru projekta PROBSOFCLIL (Erasmus +, 2018(Erasmus +, -2021. Implementirali smo modul v tujem jeziku, ki sega na področje finančne pismenosti in realistične matematike ter stališča dijakov do učenja matematike preverjali z dvema spletnima vprašalnikoma. Podatki iz obeh so bili analizirani na ravni deskriptivne statistike. V začetni raziskavi je sodelovalo 348 dijakov iz štirih držav (Slovenija, Avstrija, Litva in Slovaška), v zaključni pa 106 dijakov. Preverjanje začetnega stanja je pokazalo ugodne pogoje za izvedbo projekta, a nekoliko nižji indeks odnosa do matematike in učenja pri matematiki za Slovaško. Pri zaključni evalvaciji pa ugotavljamo, da je matematični del projekta imel pozitivni učinek na približno dve tretjini dijakov, pri čemer v pozitivno smer odstopa Slovenija, Slovaška pa ne odstopa več od ostalih držav. Menimo, da gre pri večji učinkovitosti projekta v Sloveniji za vzajemno učinkovanje dveh elementov: želena miselna naravnanost dijakov k učenju matematike in intenzivno timsko delo učitelja tujega jezika in matematike, kar je bila specifika Slovenije za razliko od ostalih držav. Dodatno ugotavljamo, da po poročanju dijakov med matematičnimi temami ni razlik glede všečnosti. Na

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“…Likewise, a study of a CLIL programme in Poland suggests that younger learners may not benefit from 'learning cognitively demanding subjects through English' (Otwinowska & Forýs, 2017, p. 476), as they may have difficulty with comprehension, vocabulary retention, and productive skills. In a study comparing CLIL and non-CLIL groups at two primary schools in Slovenia, Pizorn (2017) has found that CLIL students had comprehension difficulties with some of the activities, and cautions against 'the assumption that foreign language proficiency will automatically improve for all students' (p. 160).…”

Section: Previous Research On Stakeholder Beliefs In Content-based Apmentioning

confidence: 99%

Stakeholder beliefs in English-medium instruction for young learners in Sweden

Toth¹

2018

Apples

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While several studies have investigated English-medium instruction (EMI) or content and language integrated learning (CLIL) in Swedish upper secondary and tertiary education, few have investigated such programmes in Swedish primary schools. This paper explores perceptions among staff and students about affordances and constraints in the learning of content and languages, drawing on data from a larger longitudinal case study of an English -Swedish bilingual primary class during Grades 4-6. Data consisted of semi-structured interviews with a school leader, 12 teachers and 22 students as well as fieldnotes and photographs from classroom observations. Thematic analysis of the data revealed the belief among staff that learners acquired English naturally by being 'forced' to use it in English-medium subjects taught by native speakers of English. The use of Swedish among students in these subjects was generally seen as a potential scaffold when communicative difficulties arose, as students who were mor e proficient in English could translate and provide their classmates with explanations of difficult concepts in Swedish. However, staff and students nonetheless voiced concerns about students' content learning as well as about limited development of subjec t-specific language in Swedish, which could have implications for their future Swedishmedium studies. Meanwhile, although multilingual students' mother tongues were valued by the students themselves, participants did not acknowledge them as legitimate learning resources for use in the mainstream classroom, where only English and Swedish were allowed to be used in interaction.

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9. Content and Language Integrated Learning (CLIL): A Panacea for Young English Language Learners?

Cited by 7 publications

References 0 publications

Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

Matematika v soft CLIL pristopu v gimnaziji / Mathematics in the soft CLIL approach in high schools

Stakeholder beliefs in English-medium instruction for young learners in Sweden

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