A Long Hard Climb – Getting from the Bottom to the Top of the CLIL Incline

Riley, Catherine

doi:10.4000/apliut.3853

Cited by 3 publications

(3 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Liew and Khor (2014) note that despite being separate bilingual approaches ESP is moving closer to CLIL because students in HE expect professional content knowledge in language lessons. Riley (2013) states that ESP can be transformed into CLIL only if content and foreign language teachers interact. Some scholars state that CLIL and ESP are strongly connected because both approaches focus on students' needs and their motivation to communicate (González Ardeo, 2013;Suwannoppharat & Chinokul, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

CLIL from the Perspective of Distance Education

Nurieva¹,

Ilduganova²,

Garaeva³

et al. 2022

ARPHA Proceedings

View full text Add to dashboard Cite

A shift toward the digital distance learning due to the COVID-19 pandemic puts new demands on the teachers, and requires revision of traditional teaching methods. CLIL (Content and Language Integrated Learning) is not a new topic in pedagogy. It is represented in numerous studies of foreign researchers. In Russian pedagogy CLIL was explored mainly in the context of face-to-face education. Considering that distance learning is being implemented into the educational process, the use of CLIL in distance education provides new opportunities and difficulties both for teachers and students. The aim of this study is to reveal positive effect of implementation CLIL in distance learning, to conduct a comparative analysis of the CLIL efficiency in face-to-face learning and distance learning. The study based on the theoretical and empirical methods: analysis of the foreign and Russian scientific literature, observation, modeling and monitoring of pedagogical experiment. The results of pedagogical experiment allow us to conclude that the use of CLIL in distance learning improves both the language competencies of the students and their professional knowledge, and as a result to achieve a high level of foreign-language professional communicative competence. Finally, the study draws conclusions concerning advantages of CLIL implementation in distance education comparing with its use in face-to-face education, also the paper notes initial requirements for teachers and students to be involved in CLIL distance learning.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

CLIL from the Perspective of Distance Education

Nurieva¹,

Ilduganova²,

Garaeva³

et al. 2022

ARPHA Proceedings

View full text Add to dashboard Cite

show abstract

“…Thus, they define CLIL as an integrated ESP model, stating that integrated ESP can address some of the shortcomings of the traditional ESP approach. However, Riley (2013) argues that it is only with the close collaboration of the content and language teachers that the transformation of ESP into CLIL can be achieved. However, ESP and CLIL are more closely related than many people realise in terms of catering to both language and content learning (Torregrosa Benavent & Sánchez-Reyes Peñamaría, 2011).…”

Section: (In)compatibility Between Esp and Clil Practicesmentioning

confidence: 99%

The Development, Adoption and Evaluation of the Integration of an ESP And CLIL Textbook: Perspectives from the CLIL Learners

Yang¹

2020

ESP Today

View full text Add to dashboard Cite

Extensive research has confirmed CLIL linguistic benefits but the evaluation of its textbooks and practitioners' performance is still relatively scant. Thus, the aim of this study is to evaluate a customised language-oriented CLIL textbook and the teacher's teaching performance of using it. The textbook was produced by a research team and used for 18 weeks by English majors in a national polytechnic university of Taiwan. After the one-semester trial, two well-established questionnaire surveys were respectively administered to examine 55 learners' judgement of the quality of the textbook and their evaluation of the practitioner's teaching quality. The results indicated that the learners welcomed the idea of integrating language and content learning into a single course, but were also concerned about the quality of its design for facilitating critical thinking, assessment, meaningful learning, and technology inclusion. The learners' English levels and their preferable future jobs significantly affected their attitudes towards the CLIL course. However, they exhibited relatively high satisfaction and agreement with the CLIL practitioner's performance of facilitating exposure to input, meaning-focused processing, form-focused processing, opportunities for output production, and use of learning strategies. The study has implications for CLIL material development and evaluation, particularly in the under-researched context of higher education.

show abstract

“…However, qualitative feedback suggests the approach is greatly appreciated. Moreover, their enhanced metalinguistic knowledge and noticing skills are transferrable to content courses, in particular in the analysis of legal texts and cases (Riley 2013). Students have also mentioned being on the look out for their own typical/idiosyncratic mistakes.…”

Section: Significancementioning

confidence: 99%