The effects of CLIL on mathematical content learning: A longitudinal study

Surmont, Jill; Struys, Esli; Noort, Maurits van den; Craen, Piet Van de

doi:10.14746/ssllt.2016.6.2.7

Cited by 60 publications

(40 citation statements)

References 32 publications

(40 reference statements)

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“…Compared to studies on language learning, those on content learning have been less conclusive. For instance, Surmont, Struys, Van Den Noort, and Van De Craen (2016) examined the effect of French-medium CLIL on pupils' learning of mathematics and found that CLIL pupils (n = 35) outperformed their non-CLIL peers (n = 72) already after three months. The pre-test showed that there were no a priori differences between the two groups.…”

Section: Learning Outcomes In Clilmentioning

confidence: 99%

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

Roiha

2019

Nordic Journal of Studies in Educational Policy

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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.

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Section: Learning Outcomes In Clilmentioning

confidence: 99%

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

Roiha

2019

Nordic Journal of Studies in Educational Policy

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“…The positive impact of the CLIL on the mathematical performance of pupils was identified even after a short period of time [13]. Therefore teaching specialist subjects in a foreign language represents the beneficial space for the unification of a language and professional knowledge in a particular subject [10].…”

Section: Resultsmentioning

confidence: 99%

Assessment of competences acquired via CLIL in selected subjects at the Slovak University of Agriculture in Nitra

Országhová¹,

Horváthová²

2017

MERAA

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The main objective of this paper follows from the education of students at the Slovak University of Agriculture in Nitra who will work as experts in different areas. The educational system of experts and professionals cannot operate in the isolation but in the context of changes in the professional field and society. In the paper we focused on the analysis of students' mathematics and language competences acquired via method CLIL (Content and Language Integrated Learning). The learners can realize the impact of their acquired knowledge to the study of other specialized courses and to better conditions for study stays. In the research part it is described the survey through which we verified the efficiency of CLIL methodology in the education of chosen topics of two study subjects: Mathematics and English. The results of pedagogical experiment were analyzed using statistical methods. The experiment confirmed that the above-mentioned methodology of mathematics teaching was effective. Based on the obtained results we can conclude that the students have the abilities to use mathematical apparatus and language skills, which is an important prerequisite for their professional advancement.

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“…How can, in practice, L2 learners and teachers make use of these advantages and, at the same time, take better into account the disadvantages of being bilingual? A recent study by Surmont and colleagues [124], for instance, found that teaching content courses through more than one educational language increased meta-linguistic awareness. The fact that the pupils improved in mathematics more than those who had only been taught in their native language showed that this improved insight extends beyond the linguistic domain.…”

Section: General Limitations Of Studies Conducted So Farmentioning

confidence: 98%

Does the Bilingual Advantage in Cognitive Control Exist and if so, what are Its Modulating Factors? A Systematic Review

Noort¹,

Struys²,

Bosch³

et al. 2019

Preprint

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Recently, doubts were raised about the existence of the bilingual advantage in cognitive control. The aim of the present review was to investigate the bilingual advantage and its modulating factors. We searched the Medline, ScienceDirect, Scopus, and ERIC databases for all original data and reviewed studies on bilingualism and cognitive control, with a cut-off date of October 31, 2018, thereby following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) protocol. The results of the 46 original studies show that, indeed, the majority, 54.3%, reported beneficial effects of bilingualism on cognitive control tasks; however, 28.3% found mixed results, and 17.4% found evidence against its existence. Methodological differences seem to explain these mixed results: particularly, the varying selection of the bilingual participants, the use of non-standardized tests, and the fact that individual differences were often neglected, and that longitudinal designs were rare. Therefore, a serious risk for bias exists in both directions (i.e., in favor of and against the bilingual advantage). To conclude, we found some evidence for a bilingual advantage in cognitive control; however, if significant progress is to be made, better study designs, bigger data, and more longitudinal studies are needed.

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The effects of CLIL on mathematical content learning: A longitudinal study

Cited by 60 publications

References 32 publications

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

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

Assessment of competences acquired via CLIL in selected subjects at the Slovak University of Agriculture in Nitra

Does the Bilingual Advantage in Cognitive Control Exist and if so, what are Its Modulating Factors? A Systematic Review

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