Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective

Lopriore, Lucilla

doi:10.1177/1362168818777518

Cited by 25 publications

(15 citation statements)

References 32 publications

(56 reference statements)

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“…With the growing demand for English, the use of EMI in content‐area subjects is believed to be a more efficient way than the traditional foreign language approach to provide functional proficiency in an L2 (Lopriore, 2020). Research has shown that EMI students tend to have a better knowledge of English vocabulary (e.g., Aizawa & Rose, 2020; Chan, 2014; Lo & Murphy, 2010) and enhanced receptive linguistic competence (e.g., Dalton‐Puffer, 2008; Yang, 2015).…”

Section: Language Learning In Emi Educationmentioning

confidence: 99%

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Chan

Walsh

2023

Int J App Linguistics

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The use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons, which may contribute to their IC development. This study compared the English‐speaking/learning experiences of students in these two classroom settings in three Hong Kong secondary schools. Task‐based language teaching (TBLT) was the recommended teaching approach in the English language subject in all these schools, but they adopted different medium‐of‐instruction arrangements in content‐area subjects. Their students also had different academic attainments. The investigation adopted a case study approach consisting of a questionnaire and semi‐structured focus group interviews (N = 160). Our findings suggest that students generally lacked opportunities to speak English, regardless of the specific school‐based policies. The higher‐proficiency students were given more opportunities to speak English in group/pair activities both in English language and EMI content‐area subjects. In contrast, the lower‐proficiency students received more explicit teaching of the linguistic forms/structures required in English examinations. The paper concludes by highlighting several critical issues concerning students’ IC development in bilingual education, namely, the effects of English‐medium education on students’ speaking ability, implementation of TBLT, the influence of examinations on teaching practices, and teachers’ role in promoting students’ interactional competence through classroom interactions.

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Section: Language Learning In Emi Educationmentioning

confidence: 99%

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Chan

Walsh

2023

Int J App Linguistics

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“…El aprendizaje integrado de contenidos y lenguas (CLIL) supone un gran desafío para el profesorado, tanto en los que todavía están en formación como los docentes en ejercicio, en muchos aspectos tales como la innovación y el aprendizaje permanente (Lopriore, 2020). El desarrollo de un currículum de formación del profesorado en CLIL es una tarea exigente y difícil debido a su naturaleza integradora (Coyle, 2018; Navarro-Pablo, López-Gándara, & García-Jiménez, 2019).…”

Section: Bilingüismo E Intercultura: ¿Qué Están Haciendo Los Docentes?unclassified

“…Content and Language Integrated Learning (CLIL) implies an enormous challenge for both pre-service and in-service teachers in several respects, such as innovation and lifelong learning (Lopriore, 2020). The development of a teacher-training curriculum in CLIL is a demanding and difficult task because of its integrative nature (Coyle, 2018; Navarro-Pablo, López-Gándara, & García-Jiménez, 2019).…”

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confidence: 99%

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Gracia¹,

Rodríguez²,

Carpio³

2020

Culture and Education: Cultura y Educación

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One of the main aims of Content and Language Integrated Learning (CLIL) is to develop intercultural awareness and understanding among students. The objective of this study is to analyse whether CLIL primary education teachers implement the intercultural axis of CLIL in the strategies and resources they plan and use in their daily lessons, and which factors may influence this. An open-question questionnaire was used to carry out an in-depth analysis of the opinions of 59 CLIL primary education teachers working at schools in Córdoba (Spain). The results show that communicative and cooperative activities, along with those activities in which interaction is the focus, are those most frequently employed by CLIL teachers to enhance the intercultural axis. Information and Communication Technology (ICT) resources are those most frequently applied in order to promote intercultural awareness. Independent variables such as gender, subject taught, years of experience and the textbook used had a significant influence on how teachers plan and put their strategies and didactic resources into practice. The outcomes indicate the need to reinforce CLIL teacher training in this regard. RESUMEN

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“…In Europe, recent reports showed that this current educational approach has been integrated into the education system in more than 40 European countries to different educational levels. Further, such as in Italy and the Netherlands, CLIL has been institutionalized in the national educational curriculum (Lopriore, 2018;van Kampen et al, 2018). Italian secondary schools officially introduce CLIL approach as a part of their national curriculum.…”

Section:  Introductionmentioning

confidence: 99%

Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview

Khoiriyah

2021

JPP

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Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview. Objectives: this study aims to give an overview of the implementation of CLIL in the Indonesian context from recent empirical studies. Methods: a systematic literature review was employed, including searching the literature, identifying the study, coding the study, conducting a quality appraisal, and doing thematic analysis. Findings: (1) CLIL is implemented as a framework for teaching material developments, (2) CLIL has been researched to seek the effect of implementation of CLIL on content comprehension, language skills and attitude, and (3) pedagogical suggestions were highlighted including improving teachers' competence, initiating cooperation among content and language teachers and boosting students' motivation. Conclusion: CLIL research in Indonesian EFL setting has been growing significantly in recent years. Some reported that CLIL approach is also collaborated with other approaches such as bilingual education, project-based learning, task-based learning and genre-based learning.

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Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective

Cited by 25 publications

References 32 publications

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview

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