The power of beliefs: lay theories and their influence on the implementation of CLIL programmes

Hüttner, Julia; Dalton‐Puffer, Christiane; Smit, Ute

doi:10.1080/13670050.2013.777385

Cited by 144 publications

(88 citation statements)

References 44 publications

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“…The use of Norton's notion of investment provides us with a perspective on teacher identity which includes individual and social context dimensions. Expressed in these terms, our fi ndings echo results from CLIL teacher research on the signifi cance of ownership and collaboration for teacher investment (Massler, 2012;Hüttner et al, 2013). Opportunities for peer-collaboration and lesson planning (Massler, 2012) and possibilities of working in a self-determined way (Hüttner et al, 2013) are key factors for teacher investment into CLIL.…”

Section: Discussionsupporting

confidence: 61%

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

Breidbach¹,

Medina-Suárez²

2016

Estudios sobre Educación

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Section: Discussionsupporting

confidence: 61%

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

Breidbach¹,

Medina-Suárez²

2016

Estudios sobre Educación

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“…Since CLIL students were vastly more exposed to vocabulary from the k1 band, deeper learning and entrenchment was to be expected (Ellis, 2013). The reasons for such a high occurrence of k1 words may lie in the particular pedagogical context of CLIL, in which subject-specific content comprehension and clarification are considered to be of utmost importance by the teachers (Gierlinger, 2007;Hüttner et al, 2013;Llurda & Lasagabaster, 2010;Nikula, 2010). And one of the strategies to reach this aim is explaining and elaborating on subject-specific concepts through basic, high-frequency vocabulary.…”

Section: Discussionmentioning

confidence: 99%

“…All in all, vocabulary teaching and learning in CLIL is still strongly affected by beliefs in the effectiveness of such a language bath metaphor (Hüttner, Dalton-Puffer, & Smit, 2013) 1 , even though Vollmer (2010, p. 50) states that there is "a paucity of representative and empirically valid studies concerning the strengths of CLIL students and thus a lack of evidence concerning the central assumptions about the benefits and the superiority of CLIL programmes". This sentiment is also supported by Bonnet & Dalton-Puffer (2013) and not improved by the even higher scarcity of research into CLIL for low-achieving populations (Denman, Tanner & de Graaff, 2013;Grandinetti, Langellotti, & Ting, 2013;Schwab, 2013).…”

Section: Gierlinger Wagnermentioning

confidence: 99%

The more the merrier – revisiting CLIL-based vocabulary growth in secondary education

Gierlinger¹,

Wagner²

2016

laclil

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One crucial aspect of CLIL-based foreign language learning in instructional settings is vocabulary growth. As a consequence, research should be interested in how CLIL fosters vocabulary learning. Noticing an apparent shortage of data-driven quantitative research on vocabulary growth in this field of CLIL is, therefore, problematic. The present paper reports findings from a mixed-methods study of vocabulary growth in an Austrian lower secondary school CLIL setting, with English as the language of instruction and learning. The aim of the study was to analyse how the use of CLIL in the English classroom could benefit learners in their acquisition of vocabulary in the target language. First, a repeated-measure-design with experimental and control groups assessed receptive vocabulary growth by means of a standardized vocabulary size test. Second, students' questionnaire data as well as vocabulary profiling of the CLIL teachers' linguistic input explored possible covariates for the vocabulary test scores. We found that CLIL-related effects were only co-determined by input frequency, while extra-mural factors did not play any role in this study. As a consequence, overly optimistic expectations regarding the linguistic impact of CLIL in a mixed-ability setting guided by a predominantly implicit language teaching approach need to be re-evaluated critically. The More the Merrier -Revisiting CLIL-Based Vocabulary Growth in Secondary Education Entre más mejor: una revisión del incremento del vocabulario en un contexto AICLE de bachillerato Keywords ResumenUn aspecto relevante del aprendizaje de la lengua extranjera basado en AICLE en contextos instruccionales es el incremento del vocabulario. En consecuencia, la investigación debería interesarse en la promoción del aprendizaje de vocabulario en AICLE. Es alarmante observar una aparente falta de investigación del incremento del vocabulario basada en datos cuantitativos. El presente artículo da cuenta de los hallazgos de un estudio mixto del incremento del vocabulario en un colegio austriaco de bachillerato de educación básica en un contexto AICLE, en el cual se emplea el inglés como lengua de instrucción y de aprendizaje. El objetivo de este estudio fue analizar cómo el uso de AICLE en el salón de clase pudo beneficiar a los aprendices en cuanto a la adquisición de vocabulario en lengua extranjera. En primer lugar, a través de repetidas mediciones con el grupo experimental y de control, se aplicó una prueba estandarizada del tamaño de vocabulario. Luego, se empleó un cuestionario de datos de los estudiantes, y mediante un perfil de vocabulario del aporte lingüístico de los profesores de AICLE, se exploraron las posibles co-variables de las pruebas de vocabulario. Se encontró que los efectos relacionados con AICLE estuvieron co-determinados por la frecuencia, mientras que los factores extramurales no tuvieron un rol preponderante en este estudio. En consecuencia, las expectativas demasiado optimistas relacionadas con el impacto de AICLE en un contexto de habilidades m...

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“…This requires that educators' beliefs and concerns (see Hüttner, Dalton-Puffer and Smit 2013) regarding young children's wellbeing should be directly addressed, given the reservations held by some about exclusive use of the target language imposing a burden.…”

Section: Discussionmentioning

confidence: 99%

How deep is your immersion? Policy and practice in Welsh-medium preschools with children from different language backgrounds

Hickey

Lewis

Baker

2013

International Journal of Bilingual Education and Bilingualism

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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes

Cited by 144 publications

References 44 publications

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

The more the merrier – revisiting CLIL-based vocabulary growth in secondary education

How deep is your immersion? Policy and practice in Welsh-medium preschools with children from different language backgrounds

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