Teachers’ views on their methodology and their profiles
In search of the possible reasons for the levelling effect of CLIL
Bibliographic Data
| ID | 11182795 |
|---|---|
| Authors | Janina Iwaniec (0000-0003-3713-2894, University of Bath), Ana Halbach (0000-0003-3172-061X, Universidad de Alcalá, corresponding author) |
| Year | 2024 |
| Volume | 45 |
| Issue | 4 |
| Pages | 1112-1126 |
| Publication date | 2024-04-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01434632.2021.1946548 |
| OpenAlex | W3176773315 |
| Language | EN |
| Citations received | 5 |
| References cited | 37 |
CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted in the Madrid region showed that CLIL has a potential to limit the influence of SES on students’ language learning motivation and proficiency. Yet being solely quantitative, it did not probe into the reasons behind such a result. This mixed-methods study aims to uncover such reasons. 138 teachers from different schools in the Madrid region filled in the TALIS questionnaire (OECD 2013. TALIS Teacher Questionnaire. http://www.oecd.org/education/school/TALIS-2013-Teacher-questionnaire.pdf) and further 20 teachers were interviewed. Whereas no significant differences between teachers from CLIL and non-CLIL schools were identified through the questionnaire, the interviews revealed that teachers from bilingual schools adapted their teaching methodology to best suit their students’ needs, and were more willing to take risks than their counterparts in non-bilingual schools
Bilingual education · Content and language integrated learning · Foreign language · Geography · Language proficiency · Levelling · Mathematics education · Pedagogy · Questionnaire · Social science · Sociology · Magnetic Properties and Applications · Psychology · Second Language Learning and Teaching
A Bibliometric Analysis of Content and Language Integrated Learning
Impacts of Bilingual Teaching job Demands and Resources on Teacher self-Efficacy- A Taiwanese Example
Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation
Understanding young high-achieving Chinese L2 learners’ experiences
Differences between CLIL and non-CLIL students
Education at a Glance 2018
Clil
The development of student teachers’ professional identity
Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence
Socioeconomic Status and Academic Achievement
The Discovery of Grounded Theory
Interthinking
Equity in Bilingual Education
Teacher agency within the Finnish CLIL context
Responsible, competent and with a sense of belonging
Content and language integrated learning in the Netherlands
Inclusion and diversity in bilingual education
CLIL and pedagogical innovation
Urban vs. rural CLIL
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context
Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning
Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
Innovations and Challenges in CLIL Implementation in Europe
| Unique citing works | 5 |
|---|---|
| Citations per year | 1.67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |