Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations

Pladevall-Ballester, Elisabet

doi:10.1080/13670050.2013.874972

Cited by 68 publications

(68 citation statements)

References 13 publications

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“…Recently, emic perspectives in CLIL studies have become more common as pupils' perceptions have also started to be of interest to researchers (e.g. Coyle, 2013;Pladevall-Ballester, 2015). However, most studies have been quantitative and focused on pupils currently enrolled in CLIL programmes.…”

Section: Introductionmentioning

confidence: 99%

Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis

Roiha

2019

Nordic Journal of Studies in Educational Policy

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The educational approach known as Content and Language Integrated Learning (CLIL), in which content is taught partly through a foreign language, has gained great popularity in Europe in the past few decades. In Finland, CLIL has been in use since 1991 and, despite some fluctuations in its popularity, has gained a relatively stable place in the Finnish education system. CLIL has been extensively studied, but previous CLIL research has mostly focused on pupils currently enrolled in CLIL. This study takes a novel perspective by investigating CLIL retrospectively, through the eyes of former pupils. The data used are in-depth interviews with 24 former pupils who attended a CLIL class in Finland in the 1990s. The interviews were analyzed using qualitative content analysis. The findings reveal that the participants had overwhelmingly positive memories of their CLIL programme. They felt strongly that CLIL had positively affected their English language proficiency, particularly their vocabulary and speaking skills. Most believed that CLIL had not adversely affected their content learning. Despite the overall satisfaction, a few participants suggested ways to develop CLIL, which are also discussed. The results of this case study broaden our understanding of CLIL and have implications for language education policy.

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Section: Introductionmentioning

confidence: 99%

Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis

Roiha

2019

Nordic Journal of Studies in Educational Policy

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“…Although other studies exist about CLIL stakeholder perceptions in the European context (e.g. Infante, Benvenuto, and Lastrucci 2009;Mehisto and Asser 2007;Pladevall-Ballester 2013), they tend to focus on perceptions of experiences with actual CLIL programs, rather than perceptions about what ought to be the goals and practices of CLIL teaching.…”

Section: Introductionmentioning

confidence: 99%

Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands

Kampen

Meirink

Admiraal

et al. 2017

International Journal of Bilingual Education and Bilingualism

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In the past two decades, content and language integrated learning (CLIL) has seen a surge in uptake, especially in European schools offering forms of bilingual education. This article reports a study investigating practitioner and specialist perceptions about the goals and practices of CLIL in the Netherlands, one of few countries where CLIL provisions are highly institutionalized at the national level. To investigate these stakeholders' perceptions about ideal CLIL pedagogies in an in-depth way, semistructured interviews were held with seven CLIL practitioners and nine CLIL specialists. Inductive content analysis of the interview transcripts identified four themes relating to stakeholders' perceptions of ideal CLIL pedagogies: (1) Meta-goals; (2) Teaching resources; (3) Student output; and, (4) Feedback and assessment. The most important themes and subthemes for each group are discussed in detail. In addition to providing a rich picture of 'ideal' CLIL pedagogies by key stakeholders in the Netherlands, the results also showed that, despite the level of institutionalization of CLIL in the Netherlands, specialist and practitioner perceptions of ideal CLIL pedagogies seem not to be fully aligned. The implications for teacher-education and CLIL policy in the Netherlands and other contexts are discussed. ARTICLE HISTORY

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“…This may be related to the fact that, according to Pladevall-Ballester (2015), parents consider bilingual education to be the only way for their children to improve their level of English. On the contrary, those students who were in nonbilingual groups stated other reasons to be in a non-bilingual programme, mainly that they had started Secondary Education in a bilingual group but they were moved -for unknown reasons-to a non-bilingual group.…”

Section: Discussionmentioning

confidence: 99%

Differences between students in bilingual and non-bilingual groups in a centre for Secondary Education

Enrique-Abellán¹,

Ramón²

2017

Rev. Psicol. Educ

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This article deals with a crucial issue in the field of education nowadays: bilingual education. The main objective is to analyse the differences between students in bilingual groups and students in non-bilingual programmes, in relation to several variables, especially special educational needs and coping strategies. Concerning the method, a survey, in which 89 students of third year aged 14-17 participated, was carried out in a centre for CSE (Compulsory Secondary Education) located in the Region of Murcia. It consisted of two parts: an ad hoc questionnaire and a standardized test (the Coping Strategies Inventory). The results showed that, in general terms, students who were in non-bilingual groups were less interested and motivated regarding academic issues and the English language, as well as they proved to be less concerned about how to cope with their problems. Furthermore, almost all the students who had any type of special educational need were in a non-bilingual group. Therefore, according to the results, it is clear that more research should be done concerning not only the differences found between bilingual and non-bilingual students, but also on the situation of students with special needs in relation to bilingual education.Key words: Bilingual education, Special educational needs, English, Coping strategies. Diferencias entre el alumnado de grupos bilingües y no bilingües en un centro de Educación SecundariaResumen: Este artículo aborda un asunto crucial en el área de la educación en la actualidad: la enseñanza bilingüe. El objetivo principal es analizar las diferencias entre el alumnado que está en programas bilingües y aquel que está en programas no bilingües, con referencia a variables tales como las necesidades educativas y las estrategias de afrontamiento. En cuanto al método, se llevó a cabo una encuesta en un instituto de Murcia en el que participaron 89 estudiantes de tercero de ESO de entre 14 y 17 años. La encuesta consistía en un cuestionario ad hoc y un test estandarizado (el Inventario de Estrategias de Afrontamiento). Los resultados mostraron que, en general, el alumnado de grupos no bilingües tenía un menor interés y motivación en lo referente a la lengua inglesa y otras cuestiones académicas, así como una menor preocupación por cómo afrontar sus problemas. Además, la mayoría de estudiantes con necesidades educativas no estaba en un programa bilingüe. Por tanto, en función de estos resultados, una mayor investigación debería llevarse a cabo en relación a las diferencias entre alumnado bilingüe y no bilingüe, así como a la situación de los estudiantes con necesidades educativas respecto a la enseñanza bilingüe. This paper deals with an issue of great concern nowadays: bilingualism. The number of bilingual programmes in centres for Secondary Education has been increasingly growing during the last few years. In fact, according to the Ministry of Education, Culture & Sport (2016), nowadays 15.4% of the students from CSE participate in bilingual programmes in Spain.To begin with, ...

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Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations

Cited by 68 publications

References 13 publications

Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis

Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis

Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands

Differences between students in bilingual and non-bilingual groups in a centre for Secondary Education

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