Content-Specific Learning in CLIL
The research investigates the effects of two learning contexts, content and language integrated learning (CLIL) and traditional learning (non-CLIL), upon content-specific outcomes, an aspect less explored than language-specific achievements in CLIL. Specifically, the study provides an interdiscip...
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| Format: | Article |
| Language: | English |
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Fondazione Università Ca’ Foscari
2018-03-01
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| Series: | Educazione Linguistica Language Education |
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| Online Access: | http://doi.org/10.30687/ELLE/2280-6792/2018/01/002 |
| _version_ | 1797646267064516608 |
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| author | Rosi, Fabiana |
| author_facet | Rosi, Fabiana |
| author_sort | Rosi, Fabiana |
| collection | DOAJ |
| description |
The research investigates the effects of two learning contexts, content and language integrated learning (CLIL) and traditional learning (non-CLIL), upon content-specific outcomes, an aspect less explored than language-specific achievements in CLIL. Specifically, the study provides an interdisciplinary analysis of English CLIL applied to Physics in Italian high school. Two different levels of student competence are examined: selecting answers for content-specific issues, and content-related argumentative skills, in order to measure how learners comprehend and discuss content. The comparison between CLIL and non-CLIL classes in pretest, posttest and delayed posttest accounts for content assimilation and retention. Findings show that CLIL students significantly outperform non-CLIL students in both levels of competence in posttest and even more so in delayed posttest, a difference which emerges in terms of mean and coefficient of variation. Furthermore, feedback questionnaires display enhanced motivation, a well recognised influential benefit of CLIL in language-specific learning. Such results have pedagogical implications and may contribute to a better understanding of the correlation between language, content and motivation in CLIL.
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| first_indexed | 2024-03-11T14:59:10Z |
| format | Article |
| id | doaj.art-bb2a0a1489de4ed887d7f1623c10e01f |
| institution | Directory Open Access Journal |
| issn | 2280-6792 |
| language | English |
| last_indexed | 2024-03-11T14:59:10Z |
| publishDate | 2018-03-01 |
| publisher | Fondazione Università Ca’ Foscari |
| record_format | Article |
| series | Educazione Linguistica Language Education |
| spelling | doaj.art-bb2a0a1489de4ed887d7f1623c10e01f2023-10-30T08:13:41ZengFondazione Università Ca’ FoscariEducazione Linguistica Language Education2280-67922018-03-017110.30687/ELLE/2280-6792/2018/01/002journal_article_1496Content-Specific Learning in CLILRosi, Fabiana0Università degli Studi di Trento, Italia The research investigates the effects of two learning contexts, content and language integrated learning (CLIL) and traditional learning (non-CLIL), upon content-specific outcomes, an aspect less explored than language-specific achievements in CLIL. Specifically, the study provides an interdisciplinary analysis of English CLIL applied to Physics in Italian high school. Two different levels of student competence are examined: selecting answers for content-specific issues, and content-related argumentative skills, in order to measure how learners comprehend and discuss content. The comparison between CLIL and non-CLIL classes in pretest, posttest and delayed posttest accounts for content assimilation and retention. Findings show that CLIL students significantly outperform non-CLIL students in both levels of competence in posttest and even more so in delayed posttest, a difference which emerges in terms of mean and coefficient of variation. Furthermore, feedback questionnaires display enhanced motivation, a well recognised influential benefit of CLIL in language-specific learning. Such results have pedagogical implications and may contribute to a better understanding of the correlation between language, content and motivation in CLIL. http://doi.org/10.30687/ELLE/2280-6792/2018/01/002Acquisition of disciplinary content. Argumentative competence. Content and language integrated learning. High school. Motivation |
| spellingShingle | Rosi, Fabiana Content-Specific Learning in CLIL Educazione Linguistica Language Education Acquisition of disciplinary content. Argumentative competence. Content and language integrated learning. High school. Motivation |
| title | Content-Specific Learning in CLIL |
| title_full | Content-Specific Learning in CLIL |
| title_fullStr | Content-Specific Learning in CLIL |
| title_full_unstemmed | Content-Specific Learning in CLIL |
| title_short | Content-Specific Learning in CLIL |
| title_sort | content specific learning in clil |
| topic | Acquisition of disciplinary content. Argumentative competence. Content and language integrated learning. High school. Motivation |
| url | http://doi.org/10.30687/ELLE/2280-6792/2018/01/002 |
| work_keys_str_mv | AT rosifabiana contentspecificlearninginclil |