Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies

Vázquez, Víctor Pavón

doi:10.1080/00405841.2018.1484035

Cited by 14 publications

(8 citation statements)

References 19 publications

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“…Intensive staff training is often called for when initiating CLIL, but in many cases, no such training is organized. For language teachers, on the other hand, the challenge is rather to identify and grasp the concepts and special language used in different school subjects to support the students' development of both general and subject specific literacy (see, for example, Aalto, 2019;Pavón Vázquez, 2018) .…”

Section: Literature Review 1 Teaching and Learning Through Clilmentioning

confidence: 99%

A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

Olsson

2021

Language Teaching Research

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Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students’ second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students’ development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups ( n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group’s L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language.

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Section: Literature Review 1 Teaching and Learning Through Clilmentioning

confidence: 99%

A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

Olsson

2021

Language Teaching Research

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“…For the integration of language teaching and content, Lightbown and Spada (2019) underscore that learners need to receive quality L2 linguistic support to cope with school demands and CALP. According to the CLIL literature, language learning can be supported by means of what has been called the language triptych (Coyle et al, 2010;Pérez Cañado, 2016;Pavón Vázquez, 2018). The language triptych entails providing learners with systematic and organic opportunities for learning subject-specific terminology (the language of learning), general academic language needed for successful task completion (the language for learning), and spontaneous language demands as a result of classroom engagement (the language through learning).…”

Section: Supporting Language Learningmentioning

confidence: 99%

Research into practice: CLIL in South America

Banegas

2021

Lang. Teach.

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This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

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“…Even though CLIL is using English as the medium for the teaching and learning process, it is different from bilingualism. Gracia (in Vázquez, 2018) mentions two significant differences between the bilingual approach and CLIL: 1.) The foreign language also takes the form of an individual subject in the curriculum; and 2.)…”

Section: Clil As An Alternative Approach For Vhssmentioning

confidence: 99%

Embedding Content and Language Integrated Learning (CLIL) into English for specific purposes curriculum for vocational high school

Mukadimah

Sahayu

2021

jpv

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This study aims to explore a set of literature to clarify the Content and Language Integrated Learning (CLIL) approach and determine if the evidence shows benefits in implementing the approach into the English for Specific Purposes (ESP) curriculum. The paper took a literature review approach and explored ten articles selected with specific criteria of being published within2014- 2020. The literature shows that the implementation of CLIL does have a positive output toward the teaching and learning process, especially for those who take English for Specific Purposes, such as in Vocational High Schools. The approach improves not only the linguistics aspects but also the non- linguistics aspect of the students' soft skills, such as high order thinking skills, problem-solving, enhanced communication, intercultural awareness, and motivation in learning. However, to meet the success of the implementation of CLIL in the ESP curriculum, some considerations and special requirements are needed. The two distinctive preparation are the syllabus for the curriculum and the readiness of human resources; the teachers. Before applying the CLIL, the two factors mentioned need mechanisms that will support the success of CLIL for the ESP curriculum in Vocational High Schools. The writer proposes a model to be implemented if the curriculum for Vocational High Schools is going to apply CLIL. Yet, it needs more researches in the future to make sure whether the model works well or needs more improvements.

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Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies

Cited by 14 publications

References 19 publications

A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

Research into practice: CLIL in South America

Embedding Content and Language Integrated Learning (CLIL) into English for specific purposes curriculum for vocational high school

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