NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1105858
Record Type: Journal
Publication Date: 2016-Jul
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-0893
EISSN: N/A
CLIL and Non-CLIL: Differences from the Outset
Broca, Ángeles
ELT Journal, v70 n3 p320-331 Jul 2016
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.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A