Content and Language Integrated Learning

Coyle, Do; Hood, Philip; Marsh, David

doi:10.1002/9781405198431.wbeal0190

Cited by 128 publications

(68 citation statements)

References 14 publications

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“…Cooperative learning, both by pupils and teachers, is the way forward. Knowledge is built on previous learning (OECD, 2007), and enabling peer groups to synthesize ideas can create learners with options for accessing learning (Gardner, 1983;Marsh, 2012). This coincides with Vygotsky's (1978) zone of proximal development, where pupils are provided with the necessary help and support for tasks they cannot yet perform on their own.…”

Section: Discussionmentioning

confidence: 99%

“…This banking model creates a teacher-controlled and teacher-led learning process. CLIL, on the other hand, has a more social-constructivist approach, meaning that the emphasis is on the student experience and on the encouragement of active student learning (Cummins, 2005;Marsh, 2012). The focus of CLIL is therefore on interactive, mediated, and student-led learning, which requires social interaction between teachers and students.…”

Section: Differences Between Clil and Traditional Language Educationmentioning

confidence: 99%

“…Content and language integrated learning (CLIL) refers to a teaching approach where subjects, or parts of subjects, are taught in a foreign language with dualfocused aims, namely the learning of content and the simultaneous learning of a foreign language (Marsh, 1994). CLIL combines a number of pedagogies that have proven to work well and, as a result, it has become a well-established part of education systems across Europe (e.g., Banegas, 2012;Bonnet, 2012;Nikula, Dalton-Puffer, & García, 2013;Pérez-Cañado, 2012).…”

Section: Introductionmentioning

confidence: 99%

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The effects of CLIL on mathematical content learning: A longitudinal study

Surmont

Struys

Noort

et al. 2016

SSLLT

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Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and Jill Surmont, Esli Struys, Maurits Van Den Noort, Piet Van De Craen 320 after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

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Section: Discussionmentioning

confidence: 99%

Section: Differences Between Clil and Traditional Language Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effects of CLIL on mathematical content learning: A longitudinal study

Surmont

Struys

Noort

et al. 2016

SSLLT

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“…CLIL is defined as a "dual-focused educational approach" (Marsh & Martín, 2013: 1) which has developed in Europe to respond to the demand of bilingualism education and the crowded curriculum in the European Union with the focus of teaching on both disciplinary content and language even though language "is focused on when it is necessary and important for the understanding of a specific aspect of the content subject or the academic discipline" (Wolff, 2009: 547). Additionally, this approach recognises the synergy in the interaction between the learning of the subject matter and of language and its impact on the construction of new knowledge and promotion of higher-order thinking (Coyle, Hood, & Marsh, 2010;Marsh & Martín, 2013). Despite the on-going debate over CLIL (Arnó-Macià & Mancho-Barés, 2015;Bruton, 2013;Hüttner & Smit, 2014), it is interesting to look into its relevance to ESP in generating learning in subject matter, language, and critical thinking in students.…”

Section: Zuocheng Zhangmentioning

confidence: 99%

“Somewhere in the Middle is the Optimal Balance“: A Subject Specialist Negotiating Business and Language in Teaching Business Writing

Zhang¹

2016

ESP Today

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This article reports on a case study of a subject specialist Business English teacher who was appointed to teach business writing at a Chinese university. It draws on a variety of data collected from the study participant, including his course syllabus and lecture notes, his feedback on student assignments, classroom observations, interviews and email exchanges with him, student evaluation of his teaching, and assessment of his students' assignments by other business professionals. A constant comparative thematic analysis of the data identifies six major themes regarding his approach to teaching business writing, including Gravitation Towards Business Skills, Instilling the Mind-sets and Attitudes, Incidental Teaching of Language, Classroom Management, Image of the Business World, and Positive Reception of his Teaching. These themes are discussed to illuminate several key issues in ESP instruction and teacher development, including content and language integrated learning, motivation, researcher-practitioner collaboration, and strategies for team teaching.

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“…6(1)(2018): usually English, is used for the learning and teaching of both content and language (Marsh & Frigols Martín, 2013). CLIL is expected to contribute to learners' linguistic performance and to their content achievements.…”

Section: Wenhsien Yangmentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

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This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

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Content and Language Integrated Learning

Cited by 128 publications

References 14 publications

The effects of CLIL on mathematical content learning: A longitudinal study

The effects of CLIL on mathematical content learning: A longitudinal study

“Somewhere in the Middle is the Optimal Balance“: A Subject Specialist Negotiating Business and Language in Teaching Business Writing

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

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