CLIL has been promoted for solving problems of traditional language learning, student motivation and overcrowded curriculum, but the driving forces for implementing CLIL programs are different in each country.
There is great accordance within the European Union that existing language barriers need to be broken down to enhance the European integration (Marsh, 2002). Therefore, it is important that most of the students have a communicative proficiency in languages other than their mother tongue. This communicative proficiency can be reached in language teaching by many ways. One method is content and language integrated learning (CLIL).
CLIL is an approach that integrates the teaching of subject content with the teaching of a non-native language.
Learning other languages is very important in our global society. The knowledge of different languages helps learners to develop skills also in their first language. It helps them to develop skills to communicate about science, arts and technologies to people around the world.
In a CLIL classroom, the subject content and language skills are taught together.
The new curricula for the Austrian upper secondary vocational colleges (technical as well as economic) require the usage of the English language in content subjects. Within all subjects and teachers there must be at least 72 lessons per year taught in English.
Table of Contents
1. INTRODUCTION
THE FUTURE OF CLIL
BACKGROUND
EDUCATIONAL ENVIRONMENT
PURPOSES AND SIGNIFICANCE OF THE STUDY
RESEARCH QUESTIONS
2. LITERATURE REVIEW
CLIL: DEFINITION AND CHARACTERISTICS
Teaching in English vs. CLIL
Successful learning
The 4Cs Pedagogic Framework
Features of CLIL
CLIL teachers skills
Willingness to communicate (WTC)
3. PERCEPTIONS ON THE ENGLISH LANGUAGE WITHIN CLIL IN OTHER STUDIES
TEACHERS’ AND STUDENTS’ PERCEPTIONS OF THE EFFECTS OF CLIL
LECTURER AND STUDENT PERCEPTIONS ON CLIL AT A SPANISH UNIVERSITY
CLIL IN JUNIOR VOCATIONAL SECONDARY EDUCATION
LEARNERS' ANXIETY AND MOTIVATION TOWARDS EMI LECTURES
LEARNERS’ PERCEPTIONS OF THEIR EXPERIENCES OF LEARNING SUBJECT CONTENT THROUGH A FOREIGN LANGUAGE
STUDENT PERCEPTIONS ON HOW CONTENT BASED INSTRUCTION SUPPORTS LEARNER DEVELOPMENT IN A FOREIGN LANGUAGE CONTEXT
CONTENT AND LANGUAGE INTEGRATED LEARNING: PERCEPTIONS OF TEACHERS AND STUDENTS IN A HONG KONG SECONDARY SCHOOL
AN EXPLORATION OF THE EFFECTS OF COLLEGE ENGLISH TEACHER MISBEHAVIORS ON STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASSES
4. METHODOLOGY
PARTICIPANTS
INSTRUMENTS
DEVELOPMENT OF THE QUESTIONNAIRES
QUESTIONNAIRE FOR STUDENTS
QUESTIONNAIRE FOR TEACHERS
1st Path for CLIL teachers
2nd Path for nonCLIL teachers
DATA COLLECTION
DATA ANALYSIS
5. RESULTS
STUDENTS VERSUS TEACHERS
Speaking English outside the school
Behavior in the classroom
FEELINGS OF STUDENTS AND TEACHERS
WORK OUTSIDE OF THE CLASS
Students’ work outside of the class
Teachers’ work outside of the class
MOTIVATION OF STUDENTS
PERCEPTION SCALES
Descriptive values of the perception scales
Students’ and teachers’ confidence and proficiency
Correlation between the perception scales
Correlations between students’ motivation, proficiency, and confidence
IMPROVEMENT FOR THE CLIL LESSONS
Support for improvement
FREE COMMENTS
Comments of the students
Teachers should (from the point of view of students)
Comments of the teachers
6. DISCUSSION
7. REFLECTION AND ACTION PLAN
8. LIMITATIONS
Research Objectives and Focus Areas
This master thesis investigates the perceptions, attitudes, and feelings of both students and teachers regarding the implementation of Content and Language Integrated Learning (CLIL) at an Austrian upper secondary technical and vocational college (HTL). The study aims to identify potential discrepancies in how students and teachers experience CLIL, assess the effectiveness of the current approach, and propose improvements based on participant feedback.
- Comparison of teacher and student perceptions of English language usage in CLIL lessons.
- Analysis of correlations between student motivation, English proficiency, and self-confidence.
- Evaluation of pedagogical approaches, specifically teachers’ corrective feedback and classroom didactics.
- Investigation of the challenges and benefits associated with Content and Language Integrated Learning in technical subjects.
- Identification of professional development needs and strategies for improving CLIL implementation.
Excerpt from the Book
The future of CLIL
Learning a language and learning content through a language are two different processes. To implement CLIL the used traditional concepts of the language classroom and the role of the language teacher will no longer work.
The opponents of language teaching by subject teachers are in many cases the language teachers. Especially in Austria, subject teachers teach in the English language but do not feel responsible for proper English grammar or pronunciation. Students often want this would happen, but the school administration does not support it. The attendance at English language courses is in most cases depending on the initiative of the individual teacher.
Most of the current CLIL programs in Austrian schools are experimental. In the last time, the Austrian pedagogical universities started a slow-moving process of courses for CLIL teachers.
The often-missed teacher-training programs for CLIL teachers causes that the majority of subject teachers working with CLIL are only rudimentary trained to do their job right.
Summary of Chapters
1. INTRODUCTION: Provides the context for CLIL implementation in Austria, defining the study’s scope and highlighting the need for research into perceptions at vocational colleges.
2. LITERATURE REVIEW: Examines the theoretical foundations of CLIL, the pedagogical 4Cs framework, and existing research on motivation and language acquisition.
3. PERCEPTIONS ON THE ENGLISH LANGUAGE WITHIN CLIL IN OTHER STUDIES: Reviews international research findings regarding teacher and student experiences with content-based instruction and CLIL.
4. METHODOLOGY: Details the research design, participants from the HTL departments, and the structure of the questionnaires used for data collection.
5. RESULTS: Presents quantitative data comparing student and teacher responses regarding classroom behavior, motivation, language usage, and perceived proficiency.
6. DISCUSSION: Synthesizes the findings, interpreting the correlations identified between perception scales and comparing them with previous academic studies.
7. REFLECTION AND ACTION PLAN: Outlines future initiatives for the school, including the formation of a working group and further teacher training.
8. LIMITATIONS: Acknowledges the constraints of the study, such as the small sample size and the diverse teaching styles present in the school.
Keywords
Content and Language Integrated Learning, CLIL, English as a Medium of Instruction, EMI, Student Motivation, Teacher Perception, Vocational Education, Secondary Education, Language Proficiency, Educational Didactics, Classroom Interaction, Willingness to Communicate, Language Acquisition, Austria, HTL.
Frequently Asked Questions
What is the primary focus of this master thesis?
The thesis focuses on examining the perceptions and experiences of students and teachers regarding the integration of English as a medium of instruction (CLIL) in technical subjects at an Austrian secondary vocational college (HTL).
What are the core thematic areas covered in the research?
Key areas include the impact of CLIL on student motivation, the challenges of teacher training, the discrepancy between student and teacher perspectives, and the effectiveness of content-based teaching methods.
What is the main objective of the study?
The primary objective is to investigate differences in how teachers and students perceive CLIL, specifically identifying benefits, challenges, and factors that could enhance the efficacy of these lessons from both perspectives.
Which scientific methods were utilized?
The study employs a quantitative methodology, utilizing questionnaires distributed to both students and teachers. The data was analyzed using descriptive statistics, correlation analysis (Kendall’s Tau), and reliability testing (Cronbach’s alpha) via SPSS.
What does the main body of the research address?
The main body details the theoretical background of CLIL, reviews relevant literature, presents a comprehensive methodology, and analyzes the empirical results gathered from the questionnaires in an Austrian educational context.
Which keywords characterize this work?
Key terms include CLIL, vocational education, student motivation, English proficiency, teacher perceptions, and educational didactics.
How does the Austrian school system influence the implementation of CLIL?
The system mandates at least 72 lessons per year in English for technical subjects in upper secondary vocational colleges, though implementation is largely experimental and varies depending on school-level decisions and individual teacher initiative.
What is the significance of the "4Cs Pedagogic Framework" mentioned?
The 4Cs (Content, Communication, Cognition, and Culture) serve as a central model to explain that CLIL is not merely language learning, but an integrative approach requiring teachers to manage subject content alongside language skill development.
How does the author view the role of non-native speakers as teachers?
The author, drawing on cited literature, argues that non-native speakers should view their status as a strength, serving as successful role models for students who will primarily interact with other non-native speakers in their professional lives.
What is the main conclusion regarding teacher collaboration?
The study concludes that while teamwork is essential for CLIL, cooperation between teachers at the observed institution remains underdeveloped, and there is a significant demand for structured teacher training and better collaboration opportunities.
- Arbeit zitieren
- DI MSc Peter Anzenberger (Autor:in), 2015, Students’ and Teachers’ Perceptions of English in CLIL Lessons at an Austrian HTL for Business Informatics and Medical and Health Informatics, München, GRIN Verlag, https://www.grin.com/document/287581
