The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)

Ouazizi, Khalid

doi:10.5294/laclil.2016.9.1.5

Cited by 36 publications

(34 citation statements)

References 13 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, these conflicting results may be explained by alternative accounts, such as a reduction in intuitive responses and depletion of cognitive resources (Geipel, Hadjichristidis, & Surian, 2015a, 2015b, 2016 or triggering of different cultural norms (Gawinkowska, Paradowski, & Bilewicz, 2013) in the FL. Gawinkowska et al (2013) suggest that the FLE is due to a difference in social and cultural norms rather than a difference in emotional impact between languages.…”

Section: The Influence Of Emotional and Foreign Language Context In Cmentioning

confidence: 99%

“…CLIL refers to a curriculum-based approach in which content courses are taught using a second language, to teach both content and language through immersion. Although research on the language learning aspects of CLIL quite conclusively shows an improvement in FL use and comprehension (Admiraal, Westhoff, & De Bot, 2006; Aguilar & Rodríguez, 2012; Bergroth, 2006; Dalton-Puffer, 2007; Jiménez Catalán & Ruiz de Zarobe, 2009; Ouazizi, 2016; Serra, 2007; Xanthou, 2011; although see Dallinger, Jonkmann, Hollm, & Fiege, 2016 for no improvement), the research on content learning is less clear-cut (Dalton-Puffer, 2011). There are studies that find positive effects (Day & Shapson, 1996; Jäppinen, 2005; Ouazizi, 2016; Pérez Cañado, 2018; Surmont, Struys, Van Den Noort, & Van De Craen, 2016; Van de Craen, Ceuleers, & Mondt, 2007; Xanthou, 2011), while others find negative (Anghel, Cabrales, & Carro, 2016; Dallinger et al, 2016; Fernández-Sanjurjo, Fernández-Costales, & Arias Blanco, 2017) or null effects (Admiraal et al, 2006; Bergroth, 2006; Serra, 2007; Stohler, 2006).…”

Section: The Influence Of Emotional and Foreign Language Context In Cmentioning

confidence: 99%

See 1 more Smart Citation

The Influence of Emotional and Foreign Language Context in Content Learning

Frances

Bruin

Duñabeitia³

2020

Stud Second Lang Acquis

View full text Add to dashboard Cite

Prior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one neutral description, which was read either in their native language (Spanish) or in their foreign language (English). Participants remembered facts they heard in positive semantic contexts better than those learned in neutral semantic contexts and did better in their native than their foreign language. Importantly, there was no interaction between language and emotionality, suggesting that the previously reported decrease in emotionality in a foreign language might not extend to all areas of foreign language use.

show abstract

Section: The Influence Of Emotional and Foreign Language Context In Cmentioning

confidence: 99%

Section: The Influence Of Emotional and Foreign Language Context In Cmentioning

confidence: 99%

The Influence of Emotional and Foreign Language Context in Content Learning

Frances

Bruin

Duñabeitia³

2020

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…Two studies examined the effect of mathematics CLIL instruction at the secondary level (Binterová, Petrášková, & Komínková, 2014;Ouazizi, 2016). In both studies, the students who received CLIL instruction performed better on the mathematics test compared to those who received instruction in their mother tongue.…”

Section: Mathematics Outcomesmentioning

confidence: 99%

Language and Content Outcomes of CLIL and EMI: A Systematic Review

Graham

Choi

Davoodi

et al. 2018

laclil

View full text Add to dashboard Cite

Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student outcomes. Using a systematic literature review approach, this study examines current literature on the effect of CBI on language and content outcomes. Twenty-five articles met the inclusion criteria for this study and were examined. The results show mixed findings on the effectiveness of CBI on student outcomes, with the majority of studies showing either positive or neutral effects for CBI when compared with non-CBI classrooms. However, the study also reveals multiple methodological issues that cause difficulties for any strong conclusions about CBI to be made. In addition, while CLIL in Spain has received a lot of research attention, other countries remain understudied. Therefore, this study concludes with a call for future research of CBI outcomes that examine a variety of countries and account for the methodological flaws identified.

show abstract

“…Currently, most of the research addressing this type of learning in a foreign language comes from classroom studies on CLIL using children. This literature focuses on language outcomes more so than on content learning and has found mostly positive results in this area [3][4][5][6][7][8][9][10][11]. The literature on adult foreign language medium learning is more limited but also focuses on benefits associated with language [12] and not content.…”

Section: Introductionmentioning

confidence: 99%

The effects of language and emotionality of stimuli on vocabulary learning

2020

View full text Add to dashboard Cite

Learning new content and vocabulary in a foreign language can be particularly difficult. Yet, there are educational programs that require people to study in a language they are not native speakers of. For this reason, it is important to understand how these learning processes work and possibly differ from native language learning, as well as to develop strategies to ease this process. The current study takes advantage of emotionality-operationally defined as positive valence and high arousal-to improve memory. In two experiments, the present paper addresses whether participants have more difficulty learning the names of objects they have never seen before in their foreign language and whether embedding them in a positive semantic context can help make learning easier. With this in mind, we had participants (with a minimum of a B2 level of English) in two experiments (43 participants in Experiment 1 and 54 in Experiment 2) read descriptions of made-up objects-either positive or neutral and either in their native or a foreign language. The effects of language varied with the difficulty of the task and measure used. In both cases, learning the words in a positive context improved learning. Importantly, the effect of emotionality was not modulated by language, suggesting that the effects of emotionality are independent of language and could potentially be a useful tool for improving foreign language vocabulary learning.

show abstract

The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)

Cited by 36 publications

References 13 publications

The Influence of Emotional and Foreign Language Context in Content Learning

The Influence of Emotional and Foreign Language Context in Content Learning

Language and Content Outcomes of CLIL and EMI: A Systematic Review

The effects of language and emotionality of stimuli on vocabulary learning

Contact Info

Product

Resources

About