Language learning in immersion and CLIL classrooms

Nikula, Tarja; Mård-Miettinen, Karita

doi:10.1075/hop.18.lan10

Cited by 12 publications

(11 citation statements)

References 52 publications

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“…One probable reason for the uneasiness around language issues in CLIL derives from the way language learning and skills are conceived of and conceptualised: the language-as-system view prevails and language learning outcomes of CLIL tend to be seen in terms of general language skills (see Nikula & Mård-Miettinen, 2014). However, an increasing number of researchers are arguing for the need to approach language skills to be attained in CLIL classrooms from the perspective of subject-specific skills and literacies (see e.g.…”

Section: Clil Tasks and The Concept Of Languagementioning

confidence: 99%

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Nikula

2015

System

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Section: Clil Tasks and The Concept Of Languagementioning

confidence: 99%

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Nikula

2015

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“…CLIL students refer to students mostly in Europe, who speak the majority language of the country (e.g. Norwegian in Norway), and together with the teacher, speak the L2, which is most frequently English (Lasagabaster and Sierra 2009;Nikula and Mård-Miettinen 2014). There are several differences between these learner groups; for instance, CLIL students are often selected from high socioeconomic backgrounds, and share a common L1 with the teacher (Bruton 2011).…”

Section: Theoretical Background Of Scaffoldingmentioning

confidence: 99%

The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

Mahan

2020

The Language Learning Journal

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Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support. KEYWORDSContent and language integrated learning (CLIL); English as a foreign language (EFL); scaffolding; classroombased research; teacher education

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“…There are a number of research overviews addressing language learning in CLIL (e.g. Dalton-Puffer, 2011;Nikula and Mård-Miettinen, 2014;Ruiz de Zarobe, 2011). These suggest that the most obvious advantages of CLIL for language learning concern vocabulary expansion, which is understandable as content-based teaching brings along the specialised sets of lexicon in different subject areas.…”

Section: Major Contributionsmentioning

confidence: 99%

“…Examples of such collaboration already exist: Llinares and Lyster (2014) examined patterns of corrective feedback and learner uptake in CLIL classrooms in Spain, Japanese immersion classrooms in the US, and French immersion classrooms in Canada, finding differences that set CLIL and Japanese immersion apart from French immersion classrooms in the way recasts were handled, probably resulting from contextual features as well as teacher professional trajectories. Nikula and Mård-Miettinen (2014) combine immersion and CLIL insights to review the contribution of these areas to language learning research. They show how the two approaches, while sharing key assumptions concerning the benefits of meaningful and cognitively and academically challenging language use through language and content integration, partly draw on different research influences and tend to rely on different assumptions regarding the points of reference when evaluating the level of skills attained.…”

Section: Work In Progressmentioning

confidence: 99%

“…The broadness of the definitions has caused some debate and discussion regarding the relationship of CLIL to other forms of bilingual education, especially immersion (e.g. Cenoz et al, 2014, Lasagabaster andSierra, 2010;Nikula and Mård-Miettinen, 2014). There are also obvious parallels between CLIL and content-based instruction, CBI, a curriculum model that has been applied in the North-American context since the 1980s to support L2 learners (e.g.…”

Section: Introductionmentioning

confidence: 99%

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CLIL: A European Approach to Bilingual Education

Nikula

2016

Second and Foreign Language Education

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Content and language integrated learning (CLIL) is a term used especially in Europe for forms of bilingual education where an additional language, in most cases English, is used as the language of instruction in non-language school subjects. This chapter outlines the development of CLIL, embedded both in European level policies and in growing awareness of the new orientations to language learning introduced, for example, in language immersion research. Because of its potential to serve as a context for meaningful language use and situated language learning, CLIL has been regarded by EU institutions as an important instrument to foster European citizens' bi-and multilingualism, to be offered alongside regular foreign language teaching for students in mainstream education. This chapter introduces the main strands of CLIL research that have revealed a great deal of the possibilities and challenges that CLIL as an educational approach entails, for both students and teachers. Overall, there has been a shift in emphasis in research from studies orienting to effects of CLIL on language learning outcomes to studies that point towards the need to adopt a truly integrated view on language and content, and to explore the potential that CLIL has in supporting the development of subject literacies.

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Language learning in immersion and CLIL classrooms

Cited by 12 publications

References 52 publications

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

The comprehending teacher: scaffolding in content and language integrated learning (CLIL)

CLIL: A European Approach to Bilingual Education

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