CLIL and pedagogical innovation: Fact or fiction?

Cañado, Marı́a Luisa Pérez

doi:10.1111/ijal.12208

Cited by 43 publications

(44 citation statements)

References 22 publications

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“…The DST educational technology establishes a meaningful and inclusive multimodal learning context (Angay-Crowder et al 2013;Madrid and Cañado 2018;Cañado 2018;Rubino et al 2018) that facilitates a community of practice formation (Lave and Wenger 1991;Wegner and Nückles 2015). Since EFL students might have different life experiences and sociocultural backgrounds as well as different proficiencies in the target language, DST becomes a middle ground (Aikenhead 1996;Nakata 2018;Ruddell et al 2016) for the EFL students' negotiation of the concepts being studied.…”

Section: Discussionmentioning

confidence: 99%

“…In general, CLIL research has reported positive outcomes (Somers 2017). However, a recent large-scale CLIL program evaluation in Spain revealed a lack of key egalitarianism or social inclusion principals essential to CLIL education (Cañado 2018). CLIL materials and teaching resources were also criticised for their lack of authenticity and scarce integration of technology (Cañado 2018), highlighting the importance of inclusiveness and authenticity in teaching content knowledge to EFL students (Cañado 2018;Darío 2014).…”

Section: Bridging Literacy and Science Educationmentioning

confidence: 99%

“…In contrast to some CLIL programmes (Lucietto 2008;Cañado 2018;Yang 2016), the DST intervention emphasises a collaborative learning environment that intentionally shifts the focus from teachers' expertise in subject knowledge to an active inquiry approach that involves students in a construction of shared knowledge. The DST pedagogical approach is a student-centred approach that provides a middle ground for shared knowledge construction between students, which also could be accommodated in CLIL programmes.…”

Section: Implications and Further Researchmentioning

confidence: 99%

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Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Chubko

Morris

McKinnon

et al. 2020

Education Tech Research Dev

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This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to learning science, technology, engineering and mathematics through astronomy (STEM-A). The objective of this study was to explore the impact of a digital storytelling (DST) educational technology intervention in a STEM-A context on the process of disciplinary literacy acquisition of students who were learning English as a foreign language (EFL). The research was designed as a type IV case study with a sample of 30 students from Kyrgyzstan aged between 12 and 16 years. Data were collected from written responses to the astronomy diagnostic tests (ADT), which were coded against the structure of the observed learning outcomes (SOLO) and analysed using the analysis of variance (ANOVA) with repeated measures on the occasion of testing. Data from the Australian sample, native speakers of English, (N = 328) were used as a baseline. The results showed a positive effect of the DST intervention on EFL students’ astronomy disciplinary literacy acquisition. The research contributes to the body of knowledge on educational technology by exemplifying how the DST teaching intervention could bridge the gap between EFL and non-EFL students’ disciplinary literacy acquisition in STEM areas.

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Section: Discussionmentioning

confidence: 99%

Section: Bridging Literacy and Science Educationmentioning

confidence: 99%

Section: Implications and Further Researchmentioning

confidence: 99%

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Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Chubko

Morris

McKinnon

et al. 2020

Education Tech Research Dev

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“…CLIL pedagogy has many overlaps with what other language instruction approaches propose (see [ 15 , 74 , 75 ]). For example, CLIL is student-centred, which is similar to task-based, project-oriented, and cooperative learning methods.…”

Section: Previous Studies Reviewedmentioning

confidence: 99%

Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic

Yang

2021

English Teaching & Learning

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Due to the outbreak of the pandemic in 2020, numerous schools have had to shut down. Many universities are still continuing the distance learning model in 2021, including Taiwan. Although the benefits and challenges of distance learning have been extensively studied, there has been less research on whether the ICLHE (Integrated Content and Language in Higher Education) approach, which greatly relies on face-to-face interaction and collaborations with peers, can work well in a distance learning model. Thus, 4 weeks of synchronous ICLHE teaching was conducted as a trial in a Taiwan university. The students were asked to complete a weekly online survey to evaluate their learning, the practitioner’s teaching, and the platform. Results revealed that ICLHE may not work well in a distance learning situation due to decreasing motivation, greater distraction, lack of actual interaction, peer pressure, teacher monitoring, and practitioner’s fatigue. The study cautions against implementing ICLHE according to a distance learning model.

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“…Another observation regarding CLIL research is that some of the initial enthusiasm concerning CLIL and its benefits, as put forward by numerous studies, has recently been questioned (Pérez Cañado, 2018). Previously, it was often assumed that teaching in a foreign language would provide a "language bath" that would naturally benefit the learning process (Dalton-Puffer, 2007, p. 3).…”

mentioning

confidence: 99%

With United Forces: How Design-Based Research can Link Theory and Practice in the Transdisciplinary Sphere of CLIL

Bauer-Marschallinger¹

2019

clil

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Die vorliegende Studie soll veranschaulichen, wie Design-Based Research (DBR) im transdisziplinären Raum, der für CLIL bezeichnend ist, dazu beitragen kann, Theorie und Praxis besser zu verschränken. Diese Studie stellt den ersten Forschungszyklus eines Dissertationsprojekts dar, welches die Integration von Sprachund Fachlernen im englischsprachigen Geschichtsunterricht der Sekundarstufe II näher beleuchtet. Genauer gesagt versucht dieses Forschungsprojekt Design Prinzipien für CLIL Lehr-und Lernmaterialien zu identifizieren, welche sowohl die Entwicklung fachlicher Kompetenzen als auch sprachlicher Kompetenzen fördern. Zu diesem Zweck bedient sich diese Studie an Dalton-Puffers (2013) Konstrukt kognitiver Diskursfunktionen (CDFs), welches sieben zentrale akademische Sprachfunktionen definiert und sehr eng mit historischen Kompetenzen verbunden zu sein scheint. Im Zuge der Studie entwickelten ein Team bestehend aus Lehrperson und Forscherin systematisch CDF-basierte, kompetenzorientierte Materialien, welche im regulären Unterricht der Lehrperson angewandt und kontinuierlich evaluiert wurden. Zur Evaluierung dienten Unterrichtsbeobachtung, Interviews mit Schülerinnen und Lehrperson sowie schriftliche Aufgabenstellungen. Die Ergebnisse dieses ersten Forschungszykluses suggerieren, dass SchülerInnen oftmals nicht bewusst ist, wie Sprach-und Fachlernen verbunden sein kann, obwohl sie durchaus Probleme damit haben, komplexere, geschichtliche Inhalte auszudrücken. Im Allgemeinen reagierten die Lehrperson und auch die Schülerinnen durchwegs positiv auf die durchgeführte Intervention, sie zeigten aber auch Raum für Verbesserung auf, wie etwa eine durchgängigere und ausgewogenere Verflechtung von Sprach-und Fachlernen.

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CLIL and pedagogical innovation: Fact or fiction?

Cited by 43 publications

References 22 publications

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic

With United Forces: How Design-Based Research can Link Theory and Practice in the Transdisciplinary Sphere of CLIL

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