scholarly journals Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies

2019 ◽  
Vol 18 (6) ◽  
pp. 675-698 ◽  
Author(s):  
JA Goris ◽  
EJPG Denessen ◽  
LTW Verhoeven
Keyword(s):  
Foreign Language ◽  
Large Scale ◽  
Experimental Studies ◽  
Educational Innovation ◽  
Conclusive Evidence ◽  
European Countries ◽  
Added Value ◽  
Integrated Learning ◽  
Educational Approach ◽  
The Past

Content and language integrated learning (CLIL), an educational approach in which subject matter and a foreign language – predominantly English – are taught and learnt side by side, has developed into a very popular educational innovation in most European countries. A host of research studies have shown its benefits, and discuss favourable effects especially with respect to L2 gains. However, critical voices have underscored the fact that CLIL attracts or selects mainly high-achieving learners. Hence, the question arises whether it is justified to attribute improved L2 performance mainly to the CLIL intervention, or to favourable learner characteristics. Several reviews of literature were published in the past, but due to a lack of longitudinal findings no conclusive evidence about the added value of CLIL in the process of L2 learning could be produced. The present review aims to fill this void and has undertaken a search of two decades of longitudinal studies into the effects of CLIL on various linguistic skills in the field of English as a foreign language. The findings indicate that robust studies were undertaken in only a limited number of European countries, and that only a few of them were large scale. Yet, the conclusions provide clear indications regarding the contexts in which CLIL leads to significantly better L2 results.

Assessing young learners’ foreign language abilities

2020 ◽  
Vol 54 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Marianne Nikolov ◽  
Veronika Timpe-Laughlin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Experimental Studies ◽  
Language Abilities ◽  
Language Programs ◽  
Young Learners ◽  
Foreign Language Programs ◽  
The Impact

AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

scholarly journals Content and language integrated learning: reflections on a pilot module

2019 ◽  
Vol 23 ◽  
pp. 76-91
Author(s):  
Jennifer Bruen ◽  
Thomas Wagner
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
German Language ◽  
Integrated Learning ◽  
Educational Approach ◽  
Foreign Language Acquisition ◽  
Teaching Content ◽  
Practice Of Teaching

CLIL, or ‘Content and Language Integrated Learning’, is a term used to describe the practice of teaching content through a foreign language. It represents an educational approach which can embody a range of different methodologies and has, in recent years, been receiving increased attention in Europe, partially because efforts put into language teaching are not always reflected in the results achieved. This paper begins with a brief overview of developments in the field of foreign language acquisition and how these might relate to the notion of CLIL. It then goes on to describe the design, delivery, and evaluation of a module in German language for intermediate undergraduate students, which incorporates an element of CLIL

scholarly journals The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time

2021 ◽  
pp. 173-191
Author(s):  
Marta Segura ◽  
Helena Roquet ◽  
Carmen Pérez-Vidal
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Target Language ◽  
Integrated Learning ◽  
Older Students ◽  
Efl Learners ◽  
The Past ◽  
Learning Contexts ◽  
Student Proficiency

In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.

Die verschwundene Fachsprache: Die Entwicklung des Deutschstudiums an der Kopenhagener Wirtschaftsuniversität (CBS) – ein Praxisbericht aus dem Unterricht im Fach „Intersprachliche Wissensvermittlung“

Fachsprache ◽  
2017 ◽  
Vol 36 (1-2) ◽  
pp. 67-86
Author(s):  
Mette Skovgaard Andersen
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Curriculum Development ◽  
Educational Policy ◽  
Business School ◽  
European Countries ◽  
The Past ◽  
Language For Specific Purposes ◽  
Copenhagen Business School ◽  
Danish Study

This article is a practitioner’s analysis of the past 20 years of curriculum development of the Master Programme “German as a Foreign Language” at Copenhagen Business School. Itanalyzes changes in the role and conceptualization of language for specific purposes caused by a shift from knowledge to skills (competences) in Danish study regulations. It is argued that these changes are closely related to developments in educational policy in other European countries. Based on a qualitative study conducted in summer 2013, the major consequences of the changes for learning are discussed. In particular, the findings show that teaching characterized by an overly narrow and pragmatic conceptualization of language for specific purposes can be detrimental to learning, notably to students’ acquisition of action competencies.

A good CLIL practice among European educational institutions

2018 ◽  
Vol 10 (1) ◽  
pp. 50
Author(s):  
Elena Kovacikova ◽  
Jana Luprichova
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Positive Impact ◽  
European Countries ◽  
Educational Institutions ◽  
Integrated Learning ◽  
Scientific Papers

Content and language integrated learning (CLIL) has been recognised in the educational platforms in many European countries. It provides a unique chance to combine foreign language competences and knowledge with the content of other subjects such as geography, arts, history, maths and many others. Despite the fact that professional and scientific papers provide a high number of evidence on a positive impact of CLIL lessons, the truth is that the less experienced countries face problems with CLIL implementation at their institutions due to many problems. This paper interprets the findings from the project Erasmus+ comprising primary and secondary schools, and their experience gained within the CLIL implementation in Latvia, Lithuania, Sweden and Italy. It also focuses on interpretations of the data collected through document analyses and observations concerning the CLIL lessons carried out in the above-mentioned European countries.   Keywords: CLIL, education, good CLIL practice.  

scholarly journals Toward a replication culture: Speech production research in the classroom

2018 ◽  
Author(s):  
Timo Benjamin Roettger ◽  
Dinah Baer-Henney
Keyword(s):  
Data Collection ◽  
Speech Production ◽  
Large Scale ◽  
Laboratory Experiments ◽  
Experimental Studies ◽  
Critical Importance ◽  
Replication Studies ◽  
The Past ◽  
Production Research ◽  
Classroom Studies

Our understanding of human sound systems is increasingly shaped by experimental studies. What we can learn from a single study, however, is limited. It is of critical importance to evaluate and substantiate existing findings in the literature by directly replicating published studies. Our publication system, however, does not reward direct replications in the same way as it rewards novel discoveries. Consequently, there is a lack of incentives for researchers to spend resources on conducting replication studies, a situation that is particularly true for speech production experiments, which often require resourceful data collection procedures and recording environments. In order to sidestep this issue, we propose to run direct replication studies with our students in the classroom. This proposal offers an easy and inexpensive way to conduct large-scale replication studies and has valuable pedagogical advantages for our students. To illustrate the feasibility of this approach, we report on two classroom-based replication studies on incomplete neutralization, a speech phenomenon that has sparked many methodological debates in the past. We show that in our classroom studies, we not only replicated incomplete neutralization effects, but our studies yielded effect magnitudes comparable to laboratory experiments and meta analytical estimates. We discuss potential challenges to this approach and outline possible ways to help us substantiate our scientific record.

scholarly journals CHANGES IN THE STRUCTURE IN EU COUNTRIES

2019 ◽  
Vol 2 (1) ◽  
pp. 73-79
Author(s):  
Manuela Raisova
Keyword(s):  
Global Economy ◽  
Recovery Period ◽  
German Economy ◽  
Economic Structure ◽  
Point Of View ◽  
European Countries ◽  
Added Value ◽  
European Politics ◽  
Eu Countries ◽  
The Past

The divergent developments in productivity and employment over the past two decades, as well as the crisis and subsequent recovery of the global economy have led to significant changes in different parts of the economic structure in all EU countries. The aim of our study was to examine changes in the basic segments of the economic structure of European countries. The development of segments is assessed through the indicator of gross added value (in current prices) and employment in the period 1995 to 2017. We compared the situation of the two main groups of European countries - the original and new EU countries. We note that there are significant differences between these groups, especially in the 1990s. Subsequently, there have been changes in the structure of new countries that have narrowed the gap between countries. The structural gap between countries has slowly diminished in average. However, the crisis has significantly delayed the process of convergence and the economic recovery period has not recovered to the pre-crisis situation. On the contrary, after the end of crisis the structural gap has thus re-expanded in a number of cases. In this article we target on the comparison of Estonia and Germany. Estonia represents precisely the group of countries whose structural gap has widened after the end of the crisis. On the other hand, the German economy is seen as a stable backbone of European politics and economics. We considered Germany the most economically strong representative of the old EU countries. From this point of view, our research was based on the assumption that Estonia wants to bring its economy closer to Germany’s economy. We monitored whether the Estonian economy was getting closer or moved away from the German economy. Our results confirmed that Germany’s economy is stable and more or less unchanged for more than 20 years. However, the assumption that Estonia’s economy is moving closer to Germany’s economy has not been confirmed. The opposite is probably true.

scholarly journals Students’ Perceptions of Content- and Language- Integrated Learning in Vietnam: A Survey Study

2021 ◽  
Vol 20 (12) ◽  
pp. 1-18
Author(s):  
Phuong-Bao-Tran Nguyen ◽  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Tertiary Education ◽  
Survey Study ◽  
Integrated Learning ◽  
Cross Sectional Survey ◽  
Educational Approach ◽  
Cross Sectional ◽  
Academic Courses ◽  
Integrated Programs

Content- and language-integrated learning (CLIL), an educational approach, in which the subject matter is taught in a foreign language. This has become popular in tertiary education. Many research studies have shown its benefits and discussed the favorable effects, especially with respect to L2 language gains. Yet, critical voices, also from the primary stakeholders, namely the students taking part in such integrated programs, have also been heard. In an effort to integrate into the international academic and scientific community, universities in Vietnam have also started to teach academic courses in English. The main objective of this cross-sectional survey study (N=104) was to explore Vietnamese students’ perceptions of such dual-training programs and to investigate to what extent they feel the program currently meets their needs. Our findings show that both lecturers and students are struggling in these courses, for one thing, because of insufficient levels of mastery of the English language; while for another reason, since courses cannot be characterized as courses in which disciplinary contents and the foreign language are taught in an integrated way. The way forward seems to be to educate the lecturers and the students well, before allowing them to participate in CLIL English courses. All these issues need to be considered in the context of local Vietnamese educational realities and traditions.

Nothing to Worry About: Why Liberals Underestimate Dominant Leaders and Act Complacently

2020 ◽  
Author(s):  
Danbee Chon ◽  
Hemant Kakkar
Keyword(s):  
Voter Turnout ◽  
Large Scale ◽  
Experimental Studies ◽  
Political Campaigns ◽  
Systematic Bias ◽  
Party Affiliation ◽  
Behavioral Measures ◽  
The Past ◽  
Large Scale Field ◽  
Us Presidential Election

Political campaigns that lead to endorsement or victory for dominant-authoritarian candidates such as the Brexit vote or the 2016 US Presidential election are typically plagued with disbelief and bewilderment among liberals primarily because they don’t support or expect such outcomes. Beyond party affiliation, we offer a psychologically grounded explanation contending the prevalence of a systematic bias among liberals. We propose that liberals in comparison to conservatives’ dislike dominant-authoritarian leaders and this aversion leads liberals to underestimate the success of such leaders. Such underestimation leads to more sinister ramifications among liberals, making them more complacent, overconfident, and less inclined to vote for their favored candidate. We do not find any such difference among liberals and conservatives when the leader is associated with prestige or egalitarian values. We test our hypotheses across seven studies (two pre-registered, one in SI), including large-scale field data, six experimental studies with varied contexts, and a combined sample of more than 215,000 observations from 93 countries and spanning the past three decades. Additionally, we find the bias to be robust across both subjective and behavioral measures, different contexts, and even when objective odds favor the dominant leader. In doing so, our work helps explain low voter turnout among liberals compared to conservatives in the 2016 US election and why underestimating the success of such leaders may lead liberals to act complacently and not vote thereby paradoxically increasing the success likelihood of dominant-authoritarian leaders.

Assessment of the technological potential of pacific salmon waste

2021 ◽  
pp. 96-99
Author(s):  
Светлана Николаевна Максимова ◽  
Денис Владимирович Полещук ◽  
Светлана Юрьевна Пономаренко ◽  
Александр Николаевич Баштовой ◽  
Елена Давидовна Горячева
Keyword(s):  
Chemical Composition ◽  
Food Waste ◽  
Pacific Salmon ◽  
Experimental Studies ◽  
Calculated Data ◽  
The Body ◽  
Added Value ◽  
Deep Processing ◽  
The Past ◽  
Technological Potential

Обоснованы актуальность и целесообразность комплексной переработки тихоокеанских лососей. Представлены объемы вылова лососевых (горбуши, кеты, нерки и т. д.) за последние пять лет, свидетельствующие о ресурсной достаточности данных объектов промысла. Отмечена потенциальная возможность образования большого количества отходов при глубокой переработке рыбы, которая целесообразна для получения продукции с высокой добавочной стоимостью. Рассчитано количество отходов, образующихся при разделке тихоокеанских лососей на примере горбуши, доля которой от общего объема вылавливаемых лососевых с 2018-го по 2020 год наиболее значительна. Приведен химический состав различных частей тела горбуши, подтверждающий их высокую пищевую, в том числе биологическую, ценность, включая и те части тела, которые условно отнесены к непищевым отходам. Отмечено, что при переработке вторичного сырья, образующегося при глубокой разделке рыбы на потрошеную обезглавленную продукцию или филе, также образуются отходы (например, при производстве пробойной икры). Проведены экспериментальные исследования по определению содержания липидов, белковых и минеральных веществ в отходах от пробивки ястыков горбуши. Установлен их высокий технологический потенциал по содержанию биологически ценных веществ (белков и липидов). По нормам отходов, потерь, выхода готовой продукции и расхода сырья представлены расчеты условного выхода составных частей горбуши в годы максимального и минимального ее вылова за последние 5 лет. На основании рассчитанных данных, с учетом химического состава различных частей тела рыбы (на примере горбуши), осуществлена оценка объема основных пищевых компонентов, биологически ценных веществ в отходах, полученных при глубокой переработке лососевых. Учитывая значительное количество таких отходов даже в год минимального вылова лососевых, сделано заключение о высоком технологическом потенциале всех составных частей тела тихоокеанских лососей и целесообразности использования их для производства биологически ценной пищевой, кормовой и другой продукции. The relevance and feasibility of integrated processing of Pacific salmon is justified. The volumes of salmon catch (gorbuscha, keta, nerka, etc.) over the past five years are presented, indicating the resource sufficiency of these fishing objects. The potential generation of a large amount of waste during deep processing of fish, which is necessary for obtaining products with high added value, was noted. The amount of waste generated during the treatment of Pacific salmon is calculated using the example of humpback, the share of which of the total volume of caught salmon from 2018 to 2020 is most significant. The chemical composition of various parts of the gorbuscha body is given, confirming their high nutritional value, including biological value, including those parts of the body that are conditionally assigned to non-food waste. It is noted that when processing food waste generated during deep cutting of fish into rippled decapitated products or fillets, waste is also generated (for example, in the production of hole caviar). Experimental studies have been carried out to determine the content of lipids, protein and mineral substances in waste from piercing of gorbuscha joints. Their high technological potential for the content of biologically valuable substances (proteins and lipids) has been established. According to the norms of waste, losses, output of finished products and consumption of raw materials, calculations of the conditional output of the humpback components in the years of maximum and minimum catch over the past five years are presented. Based on the calculated data, taking into account the chemical composition of various parts of the fish body (using the example gorbuscha), an estimate of the volume of basic food components, biologically valuable substances in waste obtained during deep processing of salmon was made. Given the significant amount of such waste, even in the year of the minimum salmon catch, it has been concluded that there is a high technological potential of all components of the body of Pacific salmon and that it is advisable to use them for the production of biologically valuable food, fodder and other products.

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