Abstract
Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.
Highlights
Nowadays, educators find themselves in classrooms where their students have different and diverse linguistic and cultural backgrounds.In other words, learners speak languages other than the first language of the country they live in
The objective of this paper is to investigate to what extent high school students like learning music through English and, on a second instance, to determine the adequacy of music as a subject to be taught in English
The aim of this paper is to investigate to what extent highschool students like learning music through English, and on a second instance, to determine the adequacy of music as a subject to be taught in English
Summary
Educators find themselves in classrooms where their students have different and diverse linguistic and cultural backgrounds.In other words, learners speak languages other than the first language of the country they live in. Lucía BELLÉS-CALVERA has promoted a new linguistic policy aimed at supporting multilingual classrooms in an attempt to generate a new learning environment in which linguistic diversity is valued (European Commission, 2015). Content-Based Instruction (CBI) has been found to be an effective approach to foreign language teaching. According to Stoller (2008), CBI is an umbrella term used to describe all the approaches in which language and content are combined. Following this definition, do students have the opportunity to acquire new meaningful knowledge related to subject areas like mathematics or science (Heo, 2006), but they can improve their skills in the target language. The implementation of CBI programs may vary depending on the educational level—preschool, primary education, secondary education, and higher education—as well as on the teaching curriculum (Genesee & Lindholm-Leary, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Latin American Journal of Content & Language Integrated Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
