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

Abstract

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.

4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course

“…Similarly, in Pihko's (2007) study, the CLIL students assessed their speaking skills as only their fifth strongest domain after reading, listening, pronunciation and writing. However, in contrast to Kimmo, the majority of the participants in the present study perceived that CLIL had enhanced particularly their speaking skills (see Roiha, 2019).…”

Beneficios Del Método Aicle/Clil Para El Aprendizaje De Una Lengua Extranjera a Través Del Aula Invertida

“…Por ejemplo, la tele-salud y tele-medicina son plataformas que proporcionan ayuda a los estudiantes (e incluso a los mismos docentes médicos), a través de mensajes de texto, videoconferencias, etcétera, convirtiéndolas en herramientas importantes, porque rompen barreras tanto culturales como lingüísticas; al hacer uso de ellas, se puede contactar con médicos o profesionales de otro tipo de cultura y con otro idioma natal, lo que exige entender con fluidez y claridad lo que buscamos determinar u obtener (Roiha, 2019).…”

Primary School Teachers’ Perceptions of the Level of Development of Low-Order Cognitive Skills Under the Content and Language Integrated Learning Approach

“…Regarding the qualitative study, it should be noted that many previous studies have adopted this methodological approach in an attempt to understand how teachers perceive and make sense of their daily work in different ways and from different perspectives (Papaja, 2014;Roiha, 2019;San Isidro and Lasagabaster, 2019;Turner and Fielding, 2021). In particular, 12 primary school teachers took part in the discussion forum (DF), where they were able to discuss ideas about their teaching practice more freely and openly.…”