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CLIL and non-CLIL

CLIL and non-CLIL : differences from the outset

 Broca, Ángeles.
 Oxford University Pres, 2016.
 Tr. 320-331. English ISSN: 09510893
Students.Course.CLIL.Language Integrated Learning.
Tác giả CN Broca, Ángeles.
Nhan đề CLIL and non-CLIL : differences from the outset /Ángeles Broca.
Thông tin xuất bản Oxford University Pres,2016.
Mô tả vật lý Tr. 320-331.
Tóm tắt This article reports on a survey that argues that secondary level Content and Language Integrated Learning (CLIL) cohorts are different to their non-CLIL counterparts in a number of respects at the start of their courses. These include students’ previous grades (especially for English, the target foreign language), along with parental interest and students’ future expectations. A high percentage of the CLIL students think their programmes are selective, and the students’ previous grades suggest that CLIL courses exclude the less academically able, while not always selecting all the most able students. Most of the CLIL students believe that CLIL programmes are good for their schools, but they should not be imposed on all students. A number of the CLIL students find their programme difficult. One conclusion is that CLIL programmes exclude certain students, and, even if CLIL is successful, this is partly due to its selective nature. Furthermore, CLIL courses should not divert attention away from existing foreign language classes, especially in non-CLIL courses, which have a more diverse student cohort.
Từ khóa tự do Students.
Từ khóa tự do Course.
Từ khóa tự do CLIL.
Từ khóa tự do Language Integrated Learning.
Nguồn trích ELT journal - 2016, Vol.70, No.3.
Tệp tin điện tử
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a CLIL and non-CLIL : |b differences from the outset / |c Ángeles Broca.
260[ ] |b Oxford University Pres, |c 2016.
300[ ] |a Tr. 320-331.
520[ ] |a This article reports on a survey that argues that secondary level Content and Language Integrated Learning (CLIL) cohorts are different to their non-CLIL counterparts in a number of respects at the start of their courses. These include students’ previous grades (especially for English, the target foreign language), along with parental interest and students’ future expectations. A high percentage of the CLIL students think their programmes are selective, and the students’ previous grades suggest that CLIL courses exclude the less academically able, while not always selecting all the most able students. Most of the CLIL students believe that CLIL programmes are good for their schools, but they should not be imposed on all students. A number of the CLIL students find their programme difficult. One conclusion is that CLIL programmes exclude certain students, and, even if CLIL is successful, this is partly due to its selective nature. Furthermore, CLIL courses should not divert attention away from existing foreign language classes, especially in non-CLIL courses, which have a more diverse student cohort.
653[0 ] |a Students.
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653[0 ] |a CLIL.
653[0 ] |a Language Integrated Learning.
773[ ] |t ELT journal |g 2016, Vol.70, No.3.
856[ ] |a https://doi.org/10.1093/elt/ccw011
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