Foreign Language Competence in Content and Language Integrated Courses~!2008-03-28~!2008-05-27~!2008-06-11~!

Lasagabaster, David

doi:10.2174/1874913500801010030

Cited by 247 publications

(230 citation statements)

References 27 publications

(43 reference statements)

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“…For instance, the results as regards the effects of CLIL education on pupils' foreign language development and affective features have been extremely positive (e.g. Järvinen 1999;Lasagabaster 2008Lasagabaster , 2011Ruiz de Zabore 2008;Lorenzo, Casal and Moore 2009;Admiraal, Westhoff and de Bot 2006;Pihko 2007). The results of the effects of CLIL education on content learning have been slightly less consistent.…”

Section: Clilmentioning

confidence: 99%

Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges

Roiha

2012

Language and Education

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The present study investigates differentiation in Content and Language Integrated Learning (CLIL) in Finland. Specifically, this combination of a qualitative case study and quantitative survey examines (1) primary teachers' perceptions of differentiation, (2) the differentiation methods specific to CLIL education the teachers use and (3) the challenges of differentiation they identify. The qualitative phase was conducted in a school which offers CLIL education also to pupils with special needs following the principles of inclusive education. The results revealed that the teachers (n = 51) perceived differentiation in somewhat different ways. In general, the teachers differentiated their CLIL education in a fairly versatile manner with various teaching arrangements and methods and focussed on the differentiation of the language. In addition, the teachers' perceptions of differentiation correlated with the differentiation practices they used. The greatest challenges of differentiation involved time, material and physical classroom environment. The study indicates that teachers should be more conscious of the nature of differentiation for it to be more purposeful and systematic. Schools should critically reexamine their structures and for instance co-teaching, class-size reduction or remedial teaching could be used more effectively.

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Section: Clilmentioning

confidence: 99%

Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges

Roiha

2012

Language and Education

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“…Dalton-Puffer's findings, (2008). Ackerl (2007) and Lasagabaster (2008) demonstrated that students taught through the CLIL program possessed better writing preference than students who were not taught by CLIL. Lasagabaster (2008) emphasizes that CLIL is believed to be able to contribute positively to the preparation for international life, improve learning motivation, improve intercultural communication skills, improve implicit and incidental learning abilities and develop all language skills, especially writing skills.…”

Section: Why Clil?mentioning

confidence: 99%

Project Based - Content Language Integrated Learning (Clil) at Mathematics Department Universitas Lampung

Yufrizal¹,

Huzairin²,

Hasan³

2017

ELT

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This article aims at exploring wether project based content language integrated learning (CLIL) has s significant effect on the oral capability of students of science department of the University of Lampung. The number of students invoved in this study was 88 students. Quantitative data was obtained from the value of students' English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place.The results showed that project based CLIL English language course in Mathematics study program the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students' responses to all activities.

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“…The introduction of the content and language integrated learning approach (CLIL) in the countries of the European Union was bound to influence other language teaching contexts in the world (Lasagabaster, 2008;Lasagabaster & Sierra, 2010;Meyer, 2010). In the Far East, for example, English teachers in Japan, South Korea, Taiwan, and Hong Kong have conducted several studies to investigate CLIL and to compare its effectiveness to their traditional English as a Foreign Language (EFL) teaching methods (e.g., Yamano, 2013;Yang & Gosling, 2014;Yang, 2015).…”

Section: Introductionmentioning

confidence: 99%

Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

Alrabah

2017

IJEL

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The study targeted a group of 27 students at a college in Kuwait who were enrolled in a Content and Language Integrated Learning (CLIL) English course during the academic year 2015-2016. The purpose of the study was to monitor students' assessments of their writing competence in English and to measure their attitudes toward the CLIL course. Data collection utilized a total of five focus-group interviews with the students which were recorded and transcribed, and a category system was generated to describe the commonalities in the participants' responses. Additionally, an online survey using Google Forms was based on the categories delineated from the interview data. The Microsoft Excel program was used for counting the means, standard deviations, and percentages for each of the survey items. The results of the study indicated that the majority of the students (80%) thought that the CLIL course enhanced their writing competence both within and beyond the sentence level. Writing skills within the sentence level included the accurate use of punctuation marks and capitalization rules. Writing skills beyond the sentence level included paragraph organization, use of proper transition words, and writing cause-and-effect paragraphs. Approximately 20% of the students did not think CLIL improved their writing competence beyond the sentence level. Furthermore, the students displayed highly positive attitudes toward all aspects of the CLIL course. Implications were drawn for specialized teacher training to cope with the demands of CLIL courses, and longitudinal studies to track students' development of writing competence over time.

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Foreign Language Competence in Content and Language Integrated Courses~!2008-03-28~!2008-05-27~!2008-06-11~!

Cited by 247 publications

References 27 publications

Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges

Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges

Project Based - Content Language Integrated Learning (Clil) at Mathematics Department Universitas Lampung

Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

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