Christiane Dalton-Puffer, Julia Hüttner, Ana Llinares
This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more collaborative and multidisciplinary approach in education.
{"title":"CLIL in the 21st Century","authors":"Christiane Dalton-Puffer, Julia Hüttner, Ana Llinares","doi":"10.1075/jicb.21021.dal","DOIUrl":"https://doi.org/10.1075/jicb.21021.dal","url":null,"abstract":"\u0000 This article traces the historical phases in the conceptualisation of and research on\u0000 Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave\u0000 of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and\u0000 studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational\u0000 approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being\u0000 addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is\u0000 the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of\u0000 Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more\u0000 collaborative and multidisciplinary approach in education.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"10 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88779608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle for oral communication outside school. The results bear implications for CLIL education and early language teaching in general.
{"title":"Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives","authors":"Katja Mäntylä, Anssi Roiha, H. Dufva","doi":"10.1075/jicb.21033.man","DOIUrl":"https://doi.org/10.1075/jicb.21033.man","url":null,"abstract":"\u0000 This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive\u0000 language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They\u0000 had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated\u0000 open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the\u0000 pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the\u0000 different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were\u0000 absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle\u0000 for oral communication outside school. The results bear implications for CLIL education and early language teaching in\u0000 general.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"37 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82110508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and what is needed to realize the potential of integration as a transformative third space within TWBE.
{"title":"Integration in TWBE","authors":"E. D. de Jong, Katherine Barko Alva, Tuba Yilmaz","doi":"10.1075/jicb.21020.dej","DOIUrl":"https://doi.org/10.1075/jicb.21020.dej","url":null,"abstract":"\u0000 Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has\u0000 received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and\u0000 speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities\u0000 that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration\u0000 and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and\u0000 what is needed to realize the potential of integration as a transformative third space within TWBE.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"211 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73786850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study uses European English as a Medium of Instruction (EMI) experiences and the Boundary Crossings model (Moore et al., 2015) as a departure point to inquire and analyse Content Teacher (CT) perspectives about disciplinary boundary crossings in a systematic and collaborative Content and Language Integrated Learning (CLIL) implementation in a private university in Colombia. A semi-structured interview explored the perspectives of ten CTs who collaborated with English as a Foreign Language (EFL) teachers and a language support centre in the design and implementation of CLIL experiences. The data were transcribed, coded and categorised with Atlas.ti. An analysis of the findings led to the formulation of a continuum which shows that four CTs draw strict to moderate boundaries between content and language learning, while the other six perceive these systems as an emerging, integrated whole. Some emergent pedagogical implications are also discussed.
{"title":"Disciplinary boundary crossings in collaborative CLIL in higher education","authors":"Héctor Fabio Bianchá Ramírez, Shamir Shah, Jhonny Segura Antury, Silvia Juliana Castro López","doi":"10.1075/jicb.21028.sha","DOIUrl":"https://doi.org/10.1075/jicb.21028.sha","url":null,"abstract":"\u0000 This study uses European English as a Medium of Instruction (EMI) experiences and the Boundary Crossings model\u0000 (Moore et al., 2015) as a departure point to inquire and analyse Content Teacher\u0000 (CT) perspectives about disciplinary boundary crossings in a systematic and collaborative Content and Language Integrated Learning\u0000 (CLIL) implementation in a private university in Colombia. A semi-structured interview explored the perspectives of ten CTs who\u0000 collaborated with English as a Foreign Language (EFL) teachers and a language support centre in the design and implementation of\u0000 CLIL experiences. The data were transcribed, coded and categorised with Atlas.ti. An analysis of the findings led to the\u0000 formulation of a continuum which shows that four CTs draw strict to moderate boundaries between content and language learning,\u0000 while the other six perceive these systems as an emerging, integrated whole. Some emergent pedagogical implications are also\u0000 discussed.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"61 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86299586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.
{"title":"Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland","authors":"Michael Markey","doi":"10.1075/jicb.19014.mar","DOIUrl":"https://doi.org/10.1075/jicb.19014.mar","url":null,"abstract":"\u0000This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"116 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89404029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bilingual education programmes are characterised by the use of students’ second/foreign/additional language (L2) as the medium of instruction for content subjects. In many educational contexts, such programmes are implemented by content subject specialists who have not received sufficient training in helping students master content and L2 simultaneously. Professional development is therefore necessary for this group of teachers. One potential professional development model is promoting collaboration between content and L2 teachers in the same school. Previous studies have explored different forms of cross-curricular collaboration, teachers’ attitudes and factors affecting its effectiveness. This paper seeks to extend the current discussion by investigating different models of teacher collaboration, based on a multi-case study of secondary schools adopting English (L2) as the medium of instruction for some or all subjects in Hong Kong. With various sources of data and cross-case comparison, this paper conceptualises a continuum of teacher collaboration in bilingual education programmes.
{"title":"A continuum of teacher collaboration to enhance the effectiveness of bilingual education programmes","authors":"Y. Lo, S. Poon, Xiao Rui","doi":"10.1075/jicb.21022.lo","DOIUrl":"https://doi.org/10.1075/jicb.21022.lo","url":null,"abstract":"\u0000 Bilingual education programmes are characterised by the use of students’ second/foreign/additional language (L2)\u0000 as the medium of instruction for content subjects. In many educational contexts, such programmes are implemented by content\u0000 subject specialists who have not received sufficient training in helping students master content and L2 simultaneously.\u0000 Professional development is therefore necessary for this group of teachers. One potential professional development model is\u0000 promoting collaboration between content and L2 teachers in the same school. Previous studies have explored different forms of\u0000 cross-curricular collaboration, teachers’ attitudes and factors affecting its effectiveness. This paper seeks to extend the\u0000 current discussion by investigating different models of teacher collaboration, based on a multi-case study of secondary schools\u0000 adopting English (L2) as the medium of instruction for some or all subjects in Hong Kong. With various sources of data and\u0000 cross-case comparison, this paper conceptualises a continuum of teacher collaboration in bilingual education programmes.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"129 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82917564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Set against a background of societal pressure and preference for English language education in Hong Kong, this paper explores the policy and practice of English medium instruction (EMI) from the perspective of one group of content subject teachers. Grounded in Bakhtin’s dialogism, the paper reports the results of a qualitative study that used in-depth interviews to explore the perspectives and experiences of these teachers as they implement EMI policy in Hong Kong schools. The results reveal the existence of several discourses of EMI in Hong Kong that position the teachers at community, institutional, and professional levels. The results also suggest that the interplay of EMI discourses can offer content subject teachers positions which they regard as undesirable. Suggestions for ensuring that the voices of these teachers are heard within the context of teacher professional development opportunities in EMI settings are considered and implications for future research are discussed.
{"title":"EMI as discursive positioning","authors":"J. Trent","doi":"10.1075/jicb.21018.tre","DOIUrl":"https://doi.org/10.1075/jicb.21018.tre","url":null,"abstract":"\u0000Set against a background of societal pressure and preference for English language education in Hong Kong, this paper explores the policy and practice of English medium instruction (EMI) from the perspective of one group of content subject teachers. Grounded in Bakhtin’s dialogism, the paper reports the results of a qualitative study that used in-depth interviews to explore the perspectives and experiences of these teachers as they implement EMI policy in Hong Kong schools. The results reveal the existence of several discourses of EMI in Hong Kong that position the teachers at community, institutional, and professional levels. The results also suggest that the interplay of EMI discourses can offer content subject teachers positions which they regard as undesirable. Suggestions for ensuring that the voices of these teachers are heard within the context of teacher professional development opportunities in EMI settings are considered and implications for future research are discussed.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"287 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80307458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The developmental trajectory of monolinguals has often been used as the benchmark against which the progress of all language learners is assessed and understood, and the abilities of monolinguals are used to define the native-like competence that is widely cited as the ultimate goal for all language learners. Moreover, language learning standards and curricula to guide language teaching and learning in school, as well as frameworks and strategies for assessing language learner outcomes in school, have all been shaped in significant ways by a monolingual bias. In this article, I critically examine assumptions underlying the monolingual bias and review findings from research on preschool and early-school-age learners who acquire language under diverse circumstances. Explanations that go beyond the monolingual bias are proposed for findings of differences between children who learn language under diverse circumstances and monolingual children. I argue that current research supports the view that there are alternative pathways to becoming language competent.
{"title":"The monolingual bias","authors":"F. Genesee","doi":"10.1075/jicb.21016.gen","DOIUrl":"https://doi.org/10.1075/jicb.21016.gen","url":null,"abstract":"\u0000 The developmental trajectory of monolinguals has often been used as the benchmark against which the progress of\u0000 all language learners is assessed and understood, and the abilities of monolinguals are used to define the native-like competence\u0000 that is widely cited as the ultimate goal for all language learners. Moreover, language learning standards and curricula to guide\u0000 language teaching and learning in school, as well as frameworks and strategies for assessing language learner outcomes in school,\u0000 have all been shaped in significant ways by a monolingual bias. In this article, I critically examine assumptions underlying the\u0000 monolingual bias and review findings from research on preschool and early-school-age learners who acquire language under diverse\u0000 circumstances. Explanations that go beyond the monolingual bias are proposed for findings of differences between children who\u0000 learn language under diverse circumstances and monolingual children. I argue that current research supports the view that there\u0000 are alternative pathways to becoming language competent.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"35 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76038379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rafael Alejo-González, Manuel Lucero, Mary J. Schleppegrell, Ana Sánchez
This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.
{"title":"Student-teacher interaction in CLIL and non-CLIL elementary education","authors":"Rafael Alejo-González, Manuel Lucero, Mary J. Schleppegrell, Ana Sánchez","doi":"10.1075/jicb.21005.ale","DOIUrl":"https://doi.org/10.1075/jicb.21005.ale","url":null,"abstract":"\u0000 This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding\u0000 strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish)\u0000 contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students\u0000 through the interactions, different verbal strategies were used (precision, justification and\u0000 recall were more frequent in Spanish and exemplification in English) and that students were\u0000 more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of\u0000 abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children\u0000 in learning both content and language in CLIL contexts.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"36 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89757770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Bower, Coyle, Cross & Chambers (2020): Curriculum Integrated Language Teaching: CLIL practice","authors":"Carmel Mary Coonan","doi":"10.1075/jicb.21027.coo","DOIUrl":"https://doi.org/10.1075/jicb.21027.coo","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"17 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86418942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：