Context is everything: reflections on CLIL in the UK

Dobson, Alan P.

doi:10.1080/09571736.2020.1804104

Cited by 8 publications

(8 citation statements)

References 22 publications

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“…Given the government's recent investment, in Chinese in-state schools (e.g., the MEP), further research into the long-term effects of these programs would benefit not only learners, but also teachers' pedagogical development. "Soft CLIL" (Dobson, 2020) focusing mainly on the development of learners' language competence with the development of content knowledge as an important secondary aim, could be a sensible way forward in developing students' foreign language skills and at the same time making the teaching goal attainable and sustainable.…”

Section: Discussionmentioning

confidence: 99%

“…In English-speaking countries such as the United Kingdom, where a foreign language other than English is learned in a CLIL program, the context presents unique challenges. Although no foreign language in the United Kingdom has a standing with the public, parents, the media, policymakers, and school managers comparable with that enjoyed by English in nonanglophone countries, there is growing interest and fragmented development in CLIL programs in the United Kingdom (Dobson, 2020). One of the concerning issues is learner demotivation due to the British government's policies on foreign language education (Bower, 2014(Bower, , 2020Dobson, 2020).…”

Section: Motivation Research In the Clil Context In English-speaking ...mentioning

confidence: 99%

“…Although no foreign language in the United Kingdom has a standing with the public, parents, the media, policymakers, and school managers comparable with that enjoyed by English in nonanglophone countries, there is growing interest and fragmented development in CLIL programs in the United Kingdom (Dobson, 2020). One of the concerning issues is learner demotivation due to the British government's policies on foreign language education (Bower, 2014(Bower, , 2020Dobson, 2020). Can the implementation of CLIL pedagogy, which has been found to have the potential to bring an increased degree of motivation among learners, be as effective and motivating in a program where the target language is a lesser taught foreign language?…”

Section: Motivation Research In the Clil Context In English-speaking ...mentioning

confidence: 99%

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Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

Zheng

Li³

2023

Foreign Language Annals

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This study investigates Mandarin Chinese learners’ motivation in a Content and Language Integrated Learning (CLIL) program in a British secondary school from the perspective of learning environment, learner engagement, and learner identities. Fifteen pupils who are learning Chinese as a foreign language (CFL) have been interviewed individually or in a focus group. The results indicate that the context of L2 learning and pupils’ learning experience contribute to their sustained motivation. More specifically, the nature of the CLIL subjects, teachers and their teaching methods, peers, tasks, and examinations all play an important role in motivating or demotivating students. Pedagogical implications have been discussed with suggestions for maintaining students’ motivation in CLIL programs. This article fills the gap in the field of motivational study by bridging the learning of CFL and the CLIL context.

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Section: Discussionmentioning

confidence: 99%

Section: Motivation Research In the Clil Context In English-speaking ...mentioning

confidence: 99%

Section: Motivation Research In the Clil Context In English-speaking ...mentioning

confidence: 99%

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Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

Zheng

Li³

2023

Foreign Language Annals

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“…Concerning bilingual education, there are examples of CLIL implementation in schools in England where interest grew during the 1990s and early 2000s (cf. Coyle, 2013;Dobson, 2020). Nevertheless, as Dobson (2020) explains, developing CLIL in the UK is still a great challenge due to the differences in implementation from that in mainland Europe, where CLIL "is almost synonymous with teaching through the medium of English; no other language has this standing in the UK […], with the exception of those areas where Gaelic-or Welsh-medium education is well established" (p. 508).…”

Section: Foreign and Bilingual Language Education In The Uk And Spainmentioning

confidence: 99%

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Palacios-Hidalgo

Abril

Parra

2021

JLE

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Language learning, as a means to promote intercultural awareness and communication as well as to help citizens prosper professionally, is one of today’s main goals of educational systems around the world. In Europe, several guidelines have been published, and significant efforts have been devoted to encouraging the development of the quality of foreign and bilingual language education to improve citizens’ communicative skills. Although there were attempts to foster foreign language proficiency in some parts of the United Kingdom between the 1990s and the early 2000s, the country has not traditionally considered languages among its educational priorities. Nonetheless, Brexit seems to have increased the need to learn languages in the country. In some other European countries, however, Content and Language Integrated Learning (CLIL), an additive bilingual approach, has been implemented since the early 2000. Considering that the nations in the United Kingdom and the regions in Spain have the freedom to organise educational affairs, an analysis of the provision of foreign and bilingual language education in the United Kingdom and Spain appears relevant. This paper presents the results of a systematic review of 2012-2020 literature in the field of foreign and bilingual language education in both contexts. The differences that exist within the United Kingdom concerning foreign language teaching are discussed, and information in relation to the provision of CLIL in some Spanish regions is also examined. The findings show that foreign language teaching is provided across the United Kingdom, whereas bilingual education is offered in the form of Welsh-, Irish-, and Gaelic-medium education mainly, although CLIL is also implemented in England.

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“…Así, Coyle (2015, p. 91) aboga por el uso de la lengua como objeto de aprendizaje, pero también como vehículo de enseñanza para los contenidos culturales. Esta perspectiva, que cuenta con algunos programas aislados en el ámbito de la educación primaria y secundaria británica (Coyle, 2011;Dobson, 2020), apenas se ha explorado todavía todo su potencial en la educación superior (Parks, 2020, p. 2).…”

Section: Introductionunclassified

Avances investigadores y pedagógicos sobre la enseñanza del español: aportes desde el contexto universitario británico

2022

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El presente volumen recoge una selección de investigaciones y propuestas didácticas aplicadas a la enseñanza del español realizadas, en su mayor parte, desde universidades del Reino Unido. El libro incorpora una serie de trabajos escritos por miembros de ELEUK, la asociación británica de profesores de español, y está estructurado en cuatro bloques que reflexionan sobre los últimos avances académicos desde distintos niveles de concreción curricular y ámbitos de intervención pedagógica: diseño curricular, contenidos gramaticales, diversidad y propuestas didácticas. ELEUK continúa su línea de publicaciones con este segundo proyecto editorial escrito, evaluado y editado de manera colaborativa por un grupo de integrantes de la asociación.

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Context is everything: reflections on CLIL in the UK

Cited by 8 publications

References 22 publications

Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Avances investigadores y pedagógicos sobre la enseñanza del español: aportes desde el contexto universitario británico

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