Abstract
<p>In almost all European countries, many schools offer a form of bilingual education provision according to which content subjects are taught either through two different languages or through one foreign language. This approach is known as Content and Language Integrated Learning (CLIL). The main problem addressed in this research article is the need to examine and describe the contribution of CLIL methodology to the development of bilingual language competence of students of a secondary vocational school. In addition, the study looks at the teaching and learning within a bilingual Slovak-English study program of the school, specifically at the implementation of CLIL methodology in content subjects taught within the program. Specifically, the extent, approaches, materials used in the study program to enhance bilingualism at school in general and the bilingual language competence of the students through CLIL methodology in particular, as well as opinions and perceptions of teachers and students were investigated. Three data collection tools were used – interviews with teachers and students, classroom observations and document review. The results of the study indicate that various factors inside and outside the classroom and school enhance students’ bilingual language competence with CLIL methodology playing an important but not a decisive role.</p>
Highlights
The European Commission encourages learning of languages and linguistic diversity across Europe
The aim was to find out the extent, approaches, opinions, documents and materials which are used in the school to develop the foreign language competence of the students through Content and Language Integrated Learning (CLIL) methodology in particular
The secondary research aims were to describe the available literature on second language acquisition and on CLIL at European level in general and in Slovakia in particular, considering the application of CLIL methodology within secondary level of education, to find out how CLIL methodology is implemented in content subjects within the bilingual Slovak-English study program, to find out how implementation of CLIL methodology affects the students’ performance in the bilingual Slovak-English program, and to find out how foreign language competence of students within the bilingual study program is enhanced and fostered in and outside the classroom
Summary
The European Commission encourages learning of languages and linguistic diversity across Europe. In almost all countries in Europe, some schools provide a form of education in which content subjects are taught either through two different languages or through a single, foreign language giving non-native speakers an opportunity to acquire a foreign language through a natural approach. This approach is described as Content and Language Integrated Learning (CLIL). According to Eurydice (2017), the only countries not providing this kind of education are Denmark, Greece, Iceland and Turkey It occurs in almost all countries in Europe at primary and secondary levels, CLIL is not widespread across European education systems.
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