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Are CLIL students at an advantage in the transition from secondary to tertiary education?

Kapitel i bok
Författare Liss Kerstin Sylvén
Publicerad i Pedagogic and instructional perspectives in language education: The context of higher education
Sidor 388
ISBN 978-3-631-80440-7
Förlag Peter Lang
Förlagsort Berlin
Publiceringsår 2020
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 388
Språk en
Ämneskategorier Engelska språket, Lärande, Pedagogik

Sammanfattning

In Content and Language Integrated Learning, CLIL, the aim is for equal attention to be paid to content and language in non-language subjects such as history and biology (Dalton-Puffer, 2011; Marsh, Mehisto, Wolff, & Frigols Martín, 2010). Thus, following a CLIL program in secondary education ought, theoretically, provide better preparation for tertiary education, where a large amount of the literature is in English, and where English is used increasingly as the medium of instruction, than a non-CLIL program, in which language is only studied as separate subjects. Whether this assumption holds true also in practice is the focus of this chapter. Sweden is a particularly interesting context for studies into effects of CLIL, where English as a second/foreign language (L2/FL) is the medium of instruction. L2/FL English proficiency levels are high in international comparisons (Erickson, 2012; https://www.ef.edu/epi/), and English is omnipresent in Swedish society (Sylvén & Sundqvist, 2012). In addition, English is the only foreign language mandatory for everybody to study in the Swedish educational system, and viewed as the most valuable and important subject by a majority of Swedish students This chapter will feature findings from a large-scale longitudinal project into effects of CLIL at secondary education in Sweden. Particular focus is put on results from three areas of importance at tertiary level, namely vocabulary proficiency, reading comprehension in L2/FL English – the language of instruction in several subjects for the CLIL students, and motivation. As will be explained, the findings are not conclusive, and probable causes to the various outcomes will be discussed. In addition, the question whether CLIL students choose higher education to a larger extent than the non-CLIL students will be addressed. Findings from one of very few post-CLIL studies will be presented in order to provide insights into the possible role of CLIL in students’ post-secondary educational choices.

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