CLIL research in Europe: past, present, and future

Cañado, Marı́a Luisa Pérez

doi:10.1080/13670050.2011.630064

Cited by 366 publications

(148 citation statements)

References 38 publications

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“…On the other hand, serious problems are encountered on the subject of methodological upgrade courses and study licenses with teachers visibly not taking advantage of these initiatives. The diagnosed dire circumstances on the issue of methodological training fully concur with a number of studies which have underscored the paucity and consequent calling for of increased development in this specific area (Cabezas Cabello, 2010;Pérez Cañado, 2012;Rubio Mostacero, 2009) (cf. Figure 16).…”

Section: Figure 14 Evaluation (Teachers)mentioning

confidence: 94%

“…A blend of positive and negative aspects were outlined by the informants, but the salient message perceived was the inexperience of the teachers to successfully execute the programme's goals through team teaching, accentuating the recurring issue of dearth of teacher training (Cabezas Cabello, 2010;Navés, 2009;Pérez Cañado, 2012;Rubio Mostacero, 2009). The latter investigation corroborates the sometimes half-hearted integration of the teaching assistant and the team-teaching deficit and highlights other complications such as excessive workload.…”

Section: Prior Researchmentioning

confidence: 99%

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Stakeholder Perspectives on CLIL in a Monolingual Context

Lancaster

2016

ELT

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This article documents the findings of a study concerning the perspectives on Content and Language Integrated Learning (CLIL) in the monolingual context of Jaén. The research has involved the design, validation and administration of two sets of questionnaires to 745 informants (692 students and 53 teachers) within eight secondary schools with a view to identifying student and teacher attitudes towards Andalusian CLIL in the province of Jaén. Perceptions are outlined in terms of students' use, competence and development of English in class; methodology; materials and resources and ICT; evaluation; teachers' use, competence and development of English in class; teacher training; mobility; improvement and motivation towards English; and coordination and organisation. The article begins with an overview of prior research, subsequently reports on the research design of the study and concludes with the presentation of the main findings of the investigation. An extensive evaluation of stakeholder perspectives on CLIL in the province of Jaén reveals a predominantly positive outlook on behalf of the student and teacher cohorts with regard to the implementation of a bilingual programme within the Andalusian region of Spain.

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Section: Figure 14 Evaluation (Teachers)mentioning

confidence: 94%

Section: Prior Researchmentioning

confidence: 99%

Stakeholder Perspectives on CLIL in a Monolingual Context

Lancaster

2016

ELT

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“…These may be placed along a continuum from content-end focus to language-end focus depending on educational settings, aims, and human as well as material resources (Coyle et al, 2010). However, current CLIL literature stresses the content element in European contexts (Dale & Tanner, 2012;Georgiu, 2012;Llinares et al, 2012;Pérez Cañado, 2012). In addition, CLIL is conceptualized more as an educational approach rather than a language-learning approach ).…”

Section: Clil and Didactic Transpositionmentioning

confidence: 99%

Democratizing didactic transposition: negotiations between learners and their teacher in a secondary school

Banegas

2014

laclil

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“…CLIL learners tend to be more motivated to learn the foreign language than their non-CLIL counterparts and have more positive attitudes towards language learning (Doiz, Lasagabaster and Sierra 2014;Pérez-Cañado 2012). They also develop better communication skills and experience satisfaction when they succeed in mastering the content subjects in the foreign language, a feeling that enhances their motivation and linguistic confidence (Dale and Tanner 2012).…”

Section: Introductionmentioning

confidence: 99%

The contribution of CLIL to learners’ international orientation and EFL confidence

Goris

Denessen

2017

The Language Learning Journal

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Content and Language Integrated Learning (CLIL) has become increasingly popular all over Europe. As the target language is invariably English, many see CLIL as a way of helping learners develop an optimal command of English as a foreign language (EFL). The focus of many research studies has been on gains in language proficiency but the aims of CLIL reach well beyond this. The present study concentrates on whether CLIL also contributes to building pupils' confidence as EFL users, well-prepared for life in an internationalised world. Specifically, it looks at the impact on two constructs: 'EFL confidence' and 'international orientation'. The study was undertaken with 11 groups of 12-15-year-olds at 'grammar' schools (i.e. preparing for university) in the Netherlands, Germany and Italy and involved 231 pupils: 123 pupils following CLIL streams and 108 mainstream pupils. The results indicate that all pupils, both CLIL and mainstream, showed a positive development on our two variables during their first two years at grammar school. The CLIL intervention seemed to produce only a small added value. This was only a small-scale study but it highlights the need for further investigation of the impact of CLIL with a wider range of learners.

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CLIL research in Europe: past, present, and future

Cited by 366 publications

References 38 publications

Stakeholder Perspectives on CLIL in a Monolingual Context

Stakeholder Perspectives on CLIL in a Monolingual Context

Democratizing didactic transposition: negotiations between learners and their teacher in a secondary school

The contribution of CLIL to learners’ international orientation and EFL confidence

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