Content-based Language Learning in Multilingual Educational Environments

Juan-Garau, María; Salazar-Noguera, Joana

doi:10.1007/978-3-319-11496-5

Cited by 57 publications

(3 citation statements)

References 113 publications

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“…The CLIL approach aims at the creation of a learning context where the L2 acquisition takes place in a naturalized way (Juan-Garau and Salazar-Noguera, 2015). In addition to the integration of language and content, Mehisto et al (2008) adds that CLIL must also pursue the development of learning skills, as they are essential to reach the linguistic and content matter aims.…”

Section: Literature Reviewmentioning

confidence: 99%

Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students

et al. 2022

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Can engaging university students in Content and Language Integrated Learning (CLIL) increase their achievement in Biology and English language? The current study explored the effectiveness of team teaching enhanced CLIL on student achievement. Framed in interdisciplinary/cross-curricular teaching, we examined the effect of CLIL strategy on student achievement in a quasi-experimental study with a sample of Biology education students (N = 25) assigned to control and experimental groups. The topic taught through CLIL was the digestive system, and this subject knowledge was used to test the students’ achievement in Biology. Along with t-test and Mann-Whitney U-test a non-parametric ANCOVA was carried out to reveal group differences. We found that engaging in CLIL significantly improved student achievement both in Biology subject knowledge and English language. We highlight the critical role of CLIL in teaching content and language for science subjects such as Biology at university level.

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Section: Literature Reviewmentioning

confidence: 99%

Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students

et al. 2022

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“…There is still limited research into strategy instruction and language learning strategy use of teachers and learners in CLIL settings. Much of the research that has been conducted up to now has been product-oriented research (Dalton Puffer et al, 2010;Juan-Garau & Salazar-Noguera, 2015;Ruiz de Zarobe & Jiménez Catalán, 2009; Ruiz de Zarobe et al, 2011), i.e., research that has investigated if CLIL can produce better results than more traditional educational contexts mainly in terms of language outcomes. However, in order to test the importance of the approach, it is necessary to analyze what is taking place in the CLIL classroom, constituting a more process-oriented focus in all its variety (Nikula et al, 2016).…”

Section: Teachers In the Clil Classroommentioning

confidence: 99%

Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

Zarobe¹,

Smala²

2020

JPLL

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This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learningstrategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of language learning strategies (metacognitive strategies), and 2) as a key concept when describing the decisions teachers make in their pedagogical planning and implementation, including when deciding on which language learning strategies to single out for instruction, and how to instruct these. We understand these two positions as interrelated and “speaking to each other”, scaffolding the learning processes through focused attention to vocabulary and language structures needed for content message and understanding. For future research, we propose a focus on CLIL teachers’ reflective cycles that take into account students’ prior knowledge (e.g., cognates, language learning strategies learnt in mainstream language classes, understanding of subject-specific concepts in native language), to build up a repertoire of language learning strategies and strategy instruction that supports the processes when integrating language and content learning.

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“…Students who are very fond of content (subject) will still get the language skills. Also, learning has a positive impact on improving academic language (Somers, 2017), learning motivation (Lasagabaster, 2019), conceptual knowledge (Huang, 2020;Ruiz de Zarobe & Zenotz, 2017), and reading literacy (Prieto-arranz et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Learning Chemistry in English: The Relationship between Language Skills and Learning Outcomes

Firmayanto

Heliawati

Rubini

2020

Tadris

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The study aims to analyze the relationship between English language skills and the students' learning outcomes in chemistry learning that uses English as the medium of instruction (EMI). This qualitative descriptive study was conducted on 40 high school students. Data is collected and analyzed in the form of the test result of the language skills and learning outcomes. The results for students' language skills: 75 % of students are at level A2 (primary user), 15 % are at level B1 (intermediate), 5 % are at level B2 (upper-intermediate), and 5 % are at level C1 (advance/proficient user). The students' chemistry learning results are averagely low, i.e., 70 % of students gained a score under 75 as the minimum criteria of standard learning, only 30 % of students reached the score above the KKM (Criteria of Minimum Competency). The conclusion of this research is that there is a relationship between language skills and chemistry learning outcomes. Learning chemistry in English has not given good results for students' learning outcomes. Therefore, the demands of learning in English need to be supported by good language skills to understand the learning content.

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Content-based Language Learning in Multilingual Educational Environments

Cited by 57 publications

References 113 publications

Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students

Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students

Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

Learning Chemistry in English: The Relationship between Language Skills and Learning Outcomes

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