Abstract:Content and language integrated learning (CLIL) programs are increasingly popular throughout Europe, but are sometimes accused of inducing a selection bias in the pupil population, both through selection mechanisms of the schools themselves and self-selection of the pupils (and/or their parents). As a result, the outcomes of the CLIL approach may be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist education model, which arguably runs counter to the aims of the ap… Show more
“…In light of studies elsewhere that have raised, for example concerns regarding elitism, (e.g. (Bruton, 2011;2015); Van Mensel et al (2019)) this is interesting. Challenge to professional integrity (Moate, 2011) that can demotivate teacher practice was not evident in the findings.…”
Section: Constraintsmentioning
confidence: 94%
“…Bruton 2011;2015) question the extent to which CLIL per se may be responsible for reported learner gains. Van Mensel et al (2019) for example found socio economic background to be a factor in CLIL enrolment and Paran (2013) questions the suitability of CLIL for learners of all abilities. Pérez Cañado (2019) recently challenges such concerns.…”
Section: Background the European Context And The Development Of Clil mentioning
This article investigates school leader perspectives on Content and Integrated Learning (CLIL) based on findings from an empirical research study undertaken in three state secondary schools in England, to investigate (CLIL). The article argues the importance of the role of senior leaders in developing and sustaining CLIL initiatives. Perspectives about CLIL from 12 leaders are presented using semi-structured interviews from three schools where different models of CLIL are practised: headteachers, senior leaders responsible for the school oversight of such programmes and curriculum leaders responsible for developing the work in specific subjects. This article offers a unique contribution to the field by its focus on school leaders' perceptions of and commitment to CLIL from their involvement in contrasting CLIL contexts in the self-improving school context of England. There are no existing studies that focus on senior leaders' perspectives in the secondary sector. In spite of numerous limitations presented by the current national policy landscape, the findings reveal that school leaders perceive CLIL to make a potentially strong contribution to the pressing school improvement agenda through acceleration of learner progress characterised by high levels of pupil concentration, effort, enjoyment and progress.
“…In light of studies elsewhere that have raised, for example concerns regarding elitism, (e.g. (Bruton, 2011;2015); Van Mensel et al (2019)) this is interesting. Challenge to professional integrity (Moate, 2011) that can demotivate teacher practice was not evident in the findings.…”
Section: Constraintsmentioning
confidence: 94%
“…Bruton 2011;2015) question the extent to which CLIL per se may be responsible for reported learner gains. Van Mensel et al (2019) for example found socio economic background to be a factor in CLIL enrolment and Paran (2013) questions the suitability of CLIL for learners of all abilities. Pérez Cañado (2019) recently challenges such concerns.…”
Section: Background the European Context And The Development Of Clil mentioning
This article investigates school leader perspectives on Content and Integrated Learning (CLIL) based on findings from an empirical research study undertaken in three state secondary schools in England, to investigate (CLIL). The article argues the importance of the role of senior leaders in developing and sustaining CLIL initiatives. Perspectives about CLIL from 12 leaders are presented using semi-structured interviews from three schools where different models of CLIL are practised: headteachers, senior leaders responsible for the school oversight of such programmes and curriculum leaders responsible for developing the work in specific subjects. This article offers a unique contribution to the field by its focus on school leaders' perceptions of and commitment to CLIL from their involvement in contrasting CLIL contexts in the self-improving school context of England. There are no existing studies that focus on senior leaders' perspectives in the secondary sector. In spite of numerous limitations presented by the current national policy landscape, the findings reveal that school leaders perceive CLIL to make a potentially strong contribution to the pressing school improvement agenda through acceleration of learner progress characterised by high levels of pupil concentration, effort, enjoyment and progress.
“…In contrast to the English texts, the pupils' non-verbal intelligence also correlates with two of the outcome measures, namely word length and lexical diversity. This observation can be explained by the reported significant differences in Raven scores between the pupils in CLIL and non-CLIL contexts learning Dutch (Simonis et al, 2019;Van Mensel et al, 2019), differences that 6. We should, however, note that the p value of the correlation between word length and length of TL exposure is only just below the cut-off point of .05 (.048).…”
Section: Correlationsmentioning
confidence: 98%
“…The participants involved in this study were 412 1 5th year (Grade 11) Frenchspeaking secondary school learners of Dutch and English from nine secondary schools in Wallonia (French-speaking Belgium). The participating schools had contrasted profiles, notably in terms of location (all provinces are covered), socioeconomic level, and education authority (official education and publicly subsidized schools) (see also Hiligsmann et al, 2017;Van Mensel et al, 2019). These schools provided CLIL programs in Dutch and/or English, along with traditional instruction (French-medium instruction with foreign language classes).…”
This study aims to explore the impact of formal and informal input on learners’ variability in writing, and to compare two target-language
conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model shows that CLIL is a
significant predictor of L2 outcomes for both target languages, but that the relative impact of formal and informal input differs
depending on the target language. In short, the amount of formal language exposure predicts the outcomes of the written
productions of the learners of English, and the frequency of informal exposure those of the learners of Dutch. We argue that this
observation is likely related to the difference in status that each of these languages holds among the pupils in our sample. The
findings thus highlight the importance of the L2 status in research on CLIL, since different L2s can yield different results.
“…CLIL programmes are an approach to learn English or another foreign language by combining language and content subjects. In some contexts, CLIL is selective and this selection can be based on cognitive abilities or may also be linked to socio-economic backgrounds ( Van Mensel et al, 2020). The integration of content and language is one of the main characteristics of the CLIL approach, as the relationship between these two elements is at the core of any implementation (Llinares & Morton, 2017;Nikula et al, 2016).…”
This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.
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