Content And Language Integrated Learning Learners Research Articles

Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan

Abstract The paper discusses the potential of CLIL (Content and Language Integrated Learning) pedagogy in the current practice of ELT (English Language Teaching) and the issues of global education from a viewpoint of DEI (diversity, equity, and inclusion) in Japan. DEI into CLIL pedagogy ensures a variety of learning environments, appropriate CLIL learning, and a sense of belonging. CLIL can also provide better ideas and resources to cultivate DEI. This paper therefore argues that CLIL pedagogy has the potential to change and incorporate issues related to DEI. The Japan CLIL Pedagogy Association (J-CLIL) conducted a questionnaire survey on CLIL and its sponsored events and activities in 2021. Results show that: (1) many teachers are not aware of DEI; (2) their mindset can become gradually diverse; (3) current education lacks equity with respect to students; and (4) inclusive education is still not satisfactory. Ensuring equity in DEI is crucial in the realm of CLIL teacher education. Therefore, it is imperative for CLIL teacher education to be more attuned to DEI concerns to enhance the implementation of CLIL practices effectively. The DEI process needs to be integrated into CLIL and globalisation within the Japanese context. For that purpose, there needs to be more research and practice necessary to promote a CLIL type of languages-integrated learning, and this paper argues that it can be done through the IMT (Integrated Multifunctional Teacher) development program in Japan.

Using the Content and Language Integrated Learning (CLIL) Approach to Teach Elementary Fourth Grade Mathematics: An Action Research

<p>行政院通過雙語國家政策後，許多縣市選擇CLIL為主要雙語教學模式，本研究透過教學行動研究反思與修正的歷程，建構可行的數學CLIL教學模式。研究者設計角度及三角形兩個幾何單元的教學，於110年10月6日至28日在國小四年級實施，蒐集室觀察紀錄、訪談、文件資料、省思札記、中、英語單元成就測驗等資料，進行綜合分析。本研究主要發現如下：1. CLIL的學習情境可視學生需求提供中文輔助，課堂融入70%的英語，並採異質分組促進同儕溝通互動。2. 課程設計可依學科內容設計不同難度的操作活動與統整型的素養任務。3. 教學實施可調整數學教科書活動安排，將相同數學概念整併，規劃符合CLIL內容和語言循環的教學活動。4. 學習評量在課堂中著重英語聽和說形成性評量，課堂最後回到中文數學課本習題檢核數學概念。5. 全班學生數學表現穩定，未因CLIL教學影響學習成效，但部分學生會受到英語單字、句型閱讀能力影響數學答題表現。</p> <p> </p><p>After the Executive Yuan passed “Bilingual Nation 2030”, many county(city) governments chose CLIL as the primary bilingual teaching model. This study constructed the practicable CLIL mathematics teaching model through the process of reflection and revision of the teaching action research. I designed two geometry units in angles and triangles, which were implemented in the fourth grade of elementary school from October 6 to 28, 110. I collected classroom observations, interviews, documents, personal journals and achievement tests in Chinese and English for comprehensive analysis. The following findings are presented: 1. CLIL learning contexts can provide Chinese according to students’ needs, integrate 70% of English into the classroom, and arrange heterogeneous groupings to promote peer communication and interaction. 2. Curriculum design can arrange hands-on activities and integrated literacy assignments with different levels of difficulty according to the subject content. 3. Teaching implementation can adjust the arrangement of mathematics textbook activities, integrate the same mathematical concepts, and plan by the CLIL content and language cycle. 4. Learning assessment focuses on English listening and speaking formative assessment in the classroom, and finally returns to the Chinese mathematics textbook exercises to check mathematical concepts. 5. All students’ performance in mathematics was stable and not affected by the CLIL instruction, but some students’ performance in mathematics was affected by their ability to read English words and sentences.</p> <p> </p>

Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?

AbstractThis study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non‐CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (N = 184) and the non‐CLIL programme (N = 86) participated in this study. Data were collected through a young learners’ L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non‐CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non‐CLIL programme overall rated themselves higher in the Ought‐to L2 Self domain. When comparing L2 motivation levels between CLIL and non‐CLIL sub‐groups in different grades, we found that the non‐CLIL subsamples’ mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought‐to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth‐ and fifth‐grade cohorts exhibited a significantly higher level of motivation than their non‐CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners’ motivation towards L2 learning.

Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation

AbstractTo date, most studies that explore the differences in motivation between content and language‐integrated learning (CLIL) and non‐CLIL learners have been mainly quantitative or have not controlled for differences in socio‐economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non‐CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self‐system and the construct of self‐concept, this study employed a mixed‐methods approach to explore CLIL and non‐CLIL learners’ current and future self‐visions. Fifteen‐year‐old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self‐concept, academic self‐concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non‐CLIL learner groups, CLIL participants are found to display a slightly more positive self‐concept and more robust ideal L2 self‐visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought‐to self is found to be a secondary, yet potentially positive force toward higher motivation.

Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning

The relevance of English language competencies in authentic, discipline-specific contexts at school is increasingly acknowledged outside of English-speaking countries. Since any understanding of complex scientific problems requires the combination of scientific literacy with other competencies, such as scientific modelling, the appropriate application of Content and Language Integrated Learning (CLIL) is of great importance. The present study focuses on an established, hands-on outreach genetic education module on DNA structure, which it extends with a bilingual adaption to examine the influence of non-CLIL and CLIL learning on students’ scientific modelling skills and model understanding. When comparing non-CLIL learners (n = 149) and CLIL learners (n = 316), the former received higher scores in the assessment of model-related self-evaluation sheets and built better models. We also found that non-CLIL learners achieved better temporary knowledge of “DNA as a model” scores and, for model evaluation, were more reflective in determining similarities and differences between their hand-crafted model and a commercial DNA school model. However, CLIL learners performed better in comparing their model sketches with their hand-crafted models. They also used different approaches to develop models and conceptualize integral components of models, as reflected in their advanced model understanding. We conclude that CLIL influences modelling qualities on different levels, by fostering modelling practice, and in particular, model understanding.

Analysis and insights into written competence of clil and non-clil programs in tertiary context

In 2020 a new faculty was established at Yeoju Technical Institute in Tashkent. This faculty is the first in Uzbekistan that teaches learners dual-focused Content and Language Integrated Learning (CLIL) approach.The research was conducted within one academic year (2 semesters), in experimental and control groups that include CLIL and non-CLIL language learners. The chosen module was Introduction to Academic Writing that compares the writing performance of CLIL and non-CLIL students in terms of 3 dimensions: fluency, accuracy, and complexity of academic writing. The result of the research revealed that the CLIL group showed better results compared with non-CLIL students regarding the frequent usage of academic vocabulary, complexity in structure, and content of writing, demonstrating a more critical approach to the assigned topics.

Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction

Little is known about young CLIL (Content and Language Integrated Learning) learners’ attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables – L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners’ interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs.

Do CLIL programmes help to balance out gender differences in content and language achievement?

ABSTRACT Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224), this study aims to investigate the impact of CLIL programmes on gender-related differences in language and content achievement at the end of primary and compulsory secondary education. In line with previous investigations reporting a levelling effect of CLIL programmes on gender differences, this study seeks to show whether bilingual programmes may help to balance out gender differences in CLIL learning outcomes and whether the gender gap may vary across educational levels. To that end, discriminant and factor analyses were performed with the experimental (EFL + CLIL exposure) and control (EFL-only exposure) groups. The main finding was that the gender gap in CLIL learning outcomes is cancelled out, which could be ascribed to the hypothesised levelling effect of CLIL on gender differences in learning outcomes.

Comparing CLIL and non-CLIL learners’ phrasicon in L2 Dutch: the (expected) winner does not take it all

ABSTRACT This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts gathered at two data collection points: at the beginning of their fifth year of secondary school education (Grade 11) and at the end of their sixth year (Grade 12). We examined both frequency and accuracy of the phrasicon. Whilst SLA research often supports the fact that learners at a higher proficiency level have a larger phrasicon and that CLIL learners’ overall language competence is higher than their non-CLIL peers, our results show no significant increase in the frequency of use of phraseological units in CLIL; a significant decrease for two categories (referential phrasemes and lexical collocations) is even noticed. non-CLIL learners display no significant change in the use of various types of phrasemes. Regarding accuracy, both CLIL and non-CLIL learners’ phrasicon become more accurate (fewer errors) over time in more than 50% of the categories. Here again, no statistically significant improvement was noted among the groups between the two data collection points.

Content and Language Integrated Learning (CLIL) Mathematics at the Vietnamese High School

The implementation of content and language integrated learning (CLIL) has been enforced by many education systems across the world as a means of improving their foreign language education or strengthening multilingualism in their society. CLIL in the context of Vietnam has recently been promoted as a means of tackling the country's ineffective English language education and upholding its science, technology, engineering, and mathematics fields. This study was conducted to gather information on the teaching of mathematics in English in Vietnamese high schools. Data were collected from a survey and follow-up interviews at 42 high schools across the country. The survey involved 39 school administrators, 78 teachers, and 500 students who had direct experience with teaching and learning mathematics in English while the follow-up interviews were conducted with 14 school administrators and 35 teachers. Statistical analyses performed indicated that CLIL-practising schools in Vietnam performed rather satisfactorily in terms of assessing CLIL learning outcomes and using content and pedagogies appropriate for their CLIL objectives and their school context. CLIL mathematics activities were perceived to be less satisfactory than other CLIL teaching and learning aspects due to practical conditions that constrained the range and diversity of CLIL mathematics activities. Vietnamese schools reported tailoring their CLIL mathematics teaching and learning to suit their particular school settings, which could be seen appropriate at the current early stage of CLIL mathematics implementation in Vietnam. The heavy dependence on foreign-imported curriculum and textbooks, however, still posed challenges in creating meaningful learning outcomes for CLIL students in Vietnam.

Student perspectives on dual immersion in California: A comparison with the perceptions of CLIL learners in Madrid

Dual immersion in the USA, and content and language integrated learning (CLIL) in Spain, share essential properties and differ only in the context where they take place. The principal aim of this study is to carry out an assessment of students’ satisfaction towards the program in California, and to subsequently compare it with a similar study on CLIL with Spanish students in the capital region of Madrid. To this purpose a rigorously designed and validated questionnaire was administered. Results show that despite the perspectives of the subjects sampled being positive in general terms, this type of bilingual instruction in the American state presents some weaknesses that must be addressed. The article finishes by remarking on the importance of eliciting the opinion of learners, and by referring to the benefits of bilingualism especially for US society. Some brief suggestions for further research are also given at the end.

To what extent do affective variables correlate with content learning achievement in CLIL programmes?

The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between motivational variables and content learning achievement. With that goal in mind, discriminant and correlation analyses were performed with the motivational variables scrutinised (willingness and self-esteem, self-demand, anxiety and lack of interest) to determine to what extent such motivational variables may influence and account for the variance of student performance results in the subject of natural science obtained by the experimental (CLIL) and control (non-CLIL) groups at the end of primary and secondary Education. Contrary to expectations and the reviewed literature, the findings of the study revealed a low correlation between the motivational variables scrutinised in the study and content learning achievement in CLIL programmes. It was also found that not all motivational variables exert the same effect on the CLIL learners’ content achievement which may be affected, to some extent, by the influence of both self-demand and lack of interest.

Vocabulary development in a CLIL context: A comparison between French and English L2

Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this concern, the present study investigated the (productive and receptive) vocabulary development in L2 English and L2 French of the same group of learners within a CLIL context. The aim was not to evaluate the benefits of CLIL over non-CLIL, but, instead, to examine whether vocabulary gains in CLIL learning are language-dependent. More specifically, this study included 75 Flemish eight-grade pupils who had CLIL lessons in both English and French. The results show that although the pupils have a larger English vocabulary, the level of improvement (from pretest to posttest) is not different across the languages. The findings indicate that within CLIL vocabulary knowledge also develops in languages other than English.

The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?

This paper explores the impact of exposure on the development of receptive vocabulary knowledge of L2 learners in two different types of instructional context -mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL). In order to measure vocabulary size, the 2K and academic version of the Vocabulary Levels Test (VLT; Schmitt, Schmitt & Clapham, 2001) were administered to 138 secondary-school learners with different learning backgrounds in terms of language learning approach (CLIL vs. EFL) and amount of exposure to the L2. The data obtained indicate that the amount of input does not play a significant role in the differences between CLIL and EFL learners’ receptive vocabulary knowledge, but rather it is the educational context which seems to benefit the CLIL group in terms of vocabulary growth.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

The use of previously known languages and target language (English) during task-based interaction: A pseudolongitudinal study of primary-school CLIL learners


 
 
 (Pseudo)longitudinal studies of the use of previously known languages (PKL) and the target language (TL) during interaction are still scarce in Content and Language Integrated Learning (CLIL) contexts, particularly those with young learners. This paper examines the use of PKLs (Basque-Spanish) and the TL English in various categories (appeals for assistance- clarification requests-metacomments-discourse markers-private speech) in two groups of CLIL learners (grade 5 and 6) during dyadic interaction. A greater use of PKLs in older learners was found, especially in less cooperative and more external to the task strategies. As regards TL use, both groups performed similarly, except for metacomments, where younger learners made a slightly higher use. When comparing PKLs to TL use, both grade learners resorted to Basque-Spanish more frequently than to English, except for metacomments. Learners seem to use their language repertoire for task-management purposes. Nonetheless, they still resort to PKLs to keep the flow of speech.
 
 

To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain

ABSTRACT Since CLIL (Content and Language Integrated Learning) implementation is context-dependent, this cross-sectional quantitative study aims at assessing the impact of parental educational background on CLIL learners’ content subject learning. Statistically significant differences in Science knowledge emerged in favour of bilingually educated learners at the end of Compulsory Secondary Education. Both inter- and intra-group comparisons were conducted between the experimental (CLIL) and control (non-CLIL) cohorts in each educational stage. While non-significant inter-group differences were found in Science knowledge according to parental educational background in both educational stages, statistically significant intra-group differences by contrast emerged in favour of those CLIL and non-CLIL learners whose mothers had university education, particularly in Primary Education. Non-significant intragroup differences were also observed in favour of those non-CLIL learners whose parents attended university who performed better in Science at the end of Compulsory Secondary Education. Thus, the potentially intervening variable controlled for the study (parental educational background) exerts some differential effect on content subject knowledge in both cohorts, especially at the end of Primary Education. Results from discriminant analyses provided evidence that CLIL learners’ educational achievement can also be attributed to parental educational background, particularly to the involvement and homework help provided by the highest educated mothers.

Understanding the Selection of Vocabulary Learning Strategies: The Impact of the Language Teaching Approach

This paper presents a study on how the selection of vocabulary learning strategies is affected by the kind of instructional programme followed. A total of one hundred thirty-eight secondary-school learners – seventy-two CLIL (Content and Language Integrated Learning) and fifty-six mainstream EFL (English as a Foreign Language) learners – took part in the study. They were asked to respond a vocabulary learning strategies questionnaire. The data were examined looking into how the use of strategies differed when comparing CLIL and EFL learners. Results permitted to develop two clear learner profiles that were compared. These findings will be discussed in relation to their possible implications for vocabulary development.

DEVELOPING TERTIARY LEVEL CLIL LEARNERS’ INTERCULTURAL AWARENESS WITH A SELF-PRODUCED COURSEBOOK INTEGRATING CONTENT AND LANGUAGE

Integrating content and language at tertiary level has recently become very popular in Asian contexts. Extensive studies have also been done, evidencing that CLIL (Content and Language Integrated Learning) can be beneficial for improving learners’ linguistic outcomes and content achievements. However, cultural awareness, as one core dimension of the 4Cs (communication, content, cognition, and culture) conceptual framework is less addressed in the literature. Often it is assumed that CLIL education can also naturally increase learners’ cross-cultural competence, but hard evidence on the increment of this competence is still lacking in the CLIL literature. Thus, to bridge this gap, the present study used a mixed research method to investigate to what extent a self-produced CLIL culture coursebook can help university students enhance their inter-cultural knowledge in a national Taiwan polytechnic university. One survey was conducted to evaluate the tailor-made CLIL materials and another was administered to measure the cultural competence after the CLIL intervention. The coursebook writers as well as the CLIL learners were also interviewed in the study. The findings showed that the contextualised design met its set educational aims and targets, and the users made significant improvement in their cultural competence. Also, the interviewees showed a high degree of satisfaction with the coursebook and the approach, although the book authors held divided opinions on some issues. Implications and suggestions are provided.