{"title":"CLIL in Pharmacology: Enabling Student Voice","authors":"S. Filice","doi":"10.5294/LACLIL.2020.13.2.7","DOIUrl":null,"url":null,"abstract":"Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms partial CLIL and adjunct CLIL describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an “‘innovative” approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students’ views on the issue; no consideration seems to be given to the main protagonists who undergo this “novel” approach. Hence, the aim of the study was to seek students’ voice on the experience—their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations.\nTo reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)\nFilice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7\nReceived: 24/04/2020\nAccepted: 10/08/2020\nPublished: 13/01/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"13 1","pages":"313-338"},"PeriodicalIF":0.2000,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Latin American Journal of Content & Language Integrated-LACLIL","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5294/LACLIL.2020.13.2.7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
Over the past decades, the integration of content and language in education has been gaining ground in different design formats and at various levels of education worldwide. This study describes a pilot project carried out at the School of Pharmacy of an Italian University, using a partial-CLIL format, as this was the only model accepted for experimentation by the School. The terms partial CLIL and adjunct CLIL describe different degrees of integration. Since this was the first trial with students from the Pharmacy program, the main concern was finding out how they would respond to such an “‘innovative” approach. Despite the plethora of literature available on CLIL in higher education, there is a lack of research regarding students’ views on the issue; no consideration seems to be given to the main protagonists who undergo this “novel” approach. Hence, the aim of the study was to seek students’ voice on the experience—their thoughts and feelings. Student perceptions are essential for future didactical applications. A mixed method approach to data collection was employed to give strong validity to the data (direct observation, focus group interview followed by a survey questionnaire). The preliminary findings gathered from the qualitative and quantitative analysis contribute positively to the organization of CLIL courses in higher education. Overall, the results reveal positive student views, but, at the same time, encourage reflections for teachers and stakeholders on how to prepare students for CLIL lessons and on structuring CLIL programs for future implementations.
To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)
Filice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338. https://doi.org/10.5294/laclil.2020.13.2.7
Received: 24/04/2020
Accepted: 10/08/2020
Published: 13/01/2020
在过去的几十年里,教育内容和语言的融合在世界各地不同的设计形式和不同的教育水平上取得了进展。这项研究描述了一个在意大利大学药学院进行的试点项目,使用部分CLIL格式,因为这是该学院唯一接受的实验模型。术语部分CLIL和附属CLIL描述了不同程度的集成。由于这是第一次对药学项目的学生进行试验,主要关注的是了解他们将如何应对这种“创新”的方法。尽管高等教育中有大量关于CLIL的文献,但缺乏关于学生对该问题的看法的研究;似乎没有考虑到采用这种“新颖”方法的主要主人公。因此,本研究的目的是寻求学生对这一经历的声音——他们的思想和感受。学生的认知对未来的教学应用至关重要。采用混合方法收集数据,以增强数据的有效性(直接观察、焦点小组访谈,然后是调查问卷)。从定性和定量分析中收集的初步结果对高等教育中CLIL课程的组织做出了积极贡献。总的来说,研究结果揭示了积极的学生观点,但同时也鼓励教师和利益相关者思考如何为学生上CLIL课程做好准备,以及如何为未来的实施构建CLIL计划。参考本文(APA)/Para-citar este articolo(APA。药理学CLIL:为学生发声。《拉丁美洲内容与语言综合学习杂志》,13(2),313–338。https://doi.org/10.5294/laclil.2020.13.2.7Received:2020年4月24日接受:2020年8月10日发布:2020年1月13日