Clil

Coyle, Do; Hood, Philip; Marsh, David

doi:10.1017/9781009024549

Cited by 1,144 publications

(389 citation statements)

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“…According to Coyle et al (2010, p. 39), ‘effective content learning has to take account of the defined knowledge and skills within the curriculum or thematic plan, but also how to apply these through creative thinking, problem solving and cognitive challenge’. CLIL advocates an integrated development of knowledge and skills transferable to other contexts.…”

Section: Discussionmentioning

confidence: 99%

“…CLIL is an ‘an educational approach in which various language-supportive methodologies are used which lead to dual-focused form of instruction where attention is given both to language and content’ (Coyle, Hood & Marsh, 2010, p. 4). In this case, the need to learn subject matter knowledge engenders multiple meaningful negotiation opportunities for language learning, thus making it authentic and cognitively challenging (Dalton-Puffer, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

2020

Language Teaching Research

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Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners’ language and cognitive development. To address this issue, the study adopts a classroom discourse analysis approach to capture features of effective teacher scaffolding in a CLIL-framed intensive reading class. Results showed a perceived increase in learners’ language and cognitive abilities while also revealing a series of effective teacher scaffolding strategies in CLIL. These include frequent use of dialogic inquiry and incidental feedback in discourse extensions, and the variation of teacher scaffolding strategies in response to students’ learning needs. The findings will inform the development of the CLIL pedagogy in EFL (English as a foreign language) education in China and other parts of the world.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

2020

Language Teaching Research

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“…Emotions are intimately involved in every aspect of the learning process (Schutz & Lanehart, 2002) and therefore they can exert a huge impact on learning achievement. They are especially relevant to L2 (second language) learning due to the unique nature of the classes not necessarily having a set content (Coyle et al, 2010; Stryker & Leaver, 1997) and the aspects of culture and personal identity involved (Dewaele, 2016; Dornyei, 2005; Gardner & Lambert, 1959). As far as emotions of L2 learners are concerned, researchers in SLA (second language acquisition) used to be predominately preoccupied with anxiety.…”

Section: Introductionmentioning

confidence: 99%

A Case Probe into Emotional Experiences of Chinese English Majors in L2 Listening Learning Process: A Positive Psychology Perspective

2022

SAGE Open

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The role of emotions in L2 instruction has been well-recognized. With the rise of positive psychology in SLA, the investigations of L2 learners’ emotions have shifted from concern with negative emotions to inclusion of positive ones. However, few studies from the recent literature on positive and negative emotions have distinguished their emotions across different language skills (listening, speaking, reading, and writing), although emotions are universally recognized as domain-specific. Moreover, of these few studies, even fewer have reported specifically on emotional experiences of L2 learners in the process of listening learning, which is understandable given the general under-exploration of listening as compared with other language skills. This case study attempts to address this gap by exploring academic emotions of Chinese undergraduate English majors in the process of acquiring English listening skills from the perspective of Positive Psychology. Based on data collected from various sources over two semesters, a refined categorization of listening learners’ academic emotions is proposed and the characteristics of their emotions are revealed in terms of diversity, intensity, and frequency. The categorization and characteristics imply that L2 listening instructors might need to pay special attention to the emotional dimension of their instruction and learn to be an emotional therapist, though this is not their traditionally expected role.

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“…As the content and the language are involved, it means taking into consideration the language acquisition approaches and CLIL methodology. Based on the 4Cs Framework [ 22 , 23 ], four components are incorporated into a CLIL lesson: content, communication, cognition and culture. The content refers to the topics and the themes as defined in the curricula; the communication is the language that students need in order to communicate; the cognition refers to the thinking; and the culture refers to the interaction with the knowledge (social awareness).…”

Section: Content and Language Integrated Learningmentioning

confidence: 99%

“…As we aim to present a pedagogical sequence, it is interesting to consider CLIL from the teacher’s perspective. The way that the teachers look at the content and the language can be familiar or new: the teachers present students with familiar content in the introductory phase, followed by specific vocabulary needed for the content in order to overcome language barriers ([ 22 ] quoted in [ 25 ], p. 52). Later, during the main stage, new content is introduced while the language remains accessible to the students.…”

Section: Content and Language Integrated Learningmentioning

confidence: 99%

Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

Gay

Pogranova

Mauroux

et al. 2022

IJERPH

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Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.

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Clil

Cited by 1,144 publications

References 0 publications

Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

A Case Probe into Emotional Experiences of Chinese English Majors in L2 Listening Learning Process: A Positive Psychology Perspective

Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

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